Factors predicting lifelong learning tendencies of preservice teachers in the context of MOOCs

Hellaç Aksu Z., Reisoğlu İ.

INTERACTIVE LEARNING ENVIRONMENTS, sa.-, ss.1-16, 2025 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/10494820.2025.2519124
  • Dergi Adı: INTERACTIVE LEARNING ENVIRONMENTS
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Communication Abstracts, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Sayfa Sayıları: ss.1-16
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

MOOCs’ self-paced and autonomous structure requires individuals topossess advanced self-regulated learning skills. Self-regulated learningskills enable learners to take ownership of their learning journey inMOOCs, facilitating lifelong learning outcomes. Overcoming onlinelearning barriers is crucial for fostering a culture of lifelong learning andpromoting effective self-regulated learning strategies in onlineeducational contexts. Engaging in a MOOC as part of initial teachertraining might motivate preservice teachers to explore similar courses intheir future careers, encouraging a commitment to lifelong learning,which is the ultimate goal. This study examined 441 preservice teachersfrom various fields and levels of education who use MOOCs. It aims toinvestigate whether self-regulation, online learning barriers, gender, andthe intention of MOOC usage significantly predict lifelong learning. Thecorrelational research method was employed. The lifelong learningtendency scale, the self-regulated online learning questionnaire, thescale of student barriers to online learning, and the demographicinformation form were used as data collection tools. Hierarchicalregression analyses were performed. The analysis revealed that self-regulated learning, online learning barriers and gender significantlypredict lifelong learning significantly. Self-regulated, online learningbarriers and gender explained 20% of lifelong learning