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Empowering Pre-service Teachers to Integrate Technology: The Effect of Project-Based Instruction on Students’ Self-regulation and Self-Efficacy Perception in Face-to-Face, Hybrid and Online Learning Environment

, , Arkansas Tech University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


The purpose of this study was to investigate the effect of project-based learning (PBL) on pre-service teachers’ self-regulation and self-efficacy skills in face-to-face, hybrid and online learning environment. The investigators employed a within-subject design. The projects used were in three different learning settings: Face-to-face, hybrid and online. The results revealed that the use of the project-based teaching strategy does improve pre-service teachers’ self-regulation skills in a technology integration course. Furthermore, the results showed that students’ self-efficacy perception was significantly improved after engaging in PBL strategy and that pre-service teachers’ self-regulated skills improved equally in three different learning environments: face-to-face, hybrid and online. Finally, the results showed that the PBL activities improve pre-service teachers’ self-regulated skills, regardless their learning preferences.


Ibrahim, M. & Callaway, R. (2016). Empowering Pre-service Teachers to Integrate Technology: The Effect of Project-Based Instruction on Students’ Self-regulation and Self-Efficacy Perception in Face-to-Face, Hybrid and Online Learning Environment. In Proceedings of E-Learn: World Conference on E-Learning (pp. 688-698). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2019 from .


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