The Predictive Power of Self-Regulated Learning, Teaching Presence, and Perceived Interaction on the Outcomes of Google Plus-based Project Learning

ID: 45974 Type: Full Paper: Conceptual & Empirical Study
  1. Myunghee Kang, Seyoung Kim, Joohyun Kang, Jieun Jang, and Sehee Kim, Ewha Womans University, Korea (South)

Monday, June 22 4:00-4:30 PM Location: Salon Hemon View on map

Presider: Kurt Ackermann, Hokusei Gakuen University Junior College, Japan

Abstract: The purpose of this study was to investigate the possibility of Google Plus as a project-based learning platform in higher education. Based on previous research, self-regulated learning ability, teaching presence, and perceived interaction of learners were chosen as predictors of learning outcomes. The results of the study are as follows: first, perceived interaction significantly predicted the learning outcome. Second, perceived interaction had a mediating effect on the relationship between self-regulated learning and learning outcome. Third, perceived interaction also had a mediating effect on the relationship between teaching presence and learning outcome. Discussions and future research directions on using Google Plus as a project-based learning platform for higher education context were suggested.

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