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AuthorChaaban, Youmen
AuthorQadhi, Saba
AuthorDu, Xiangyun
Available date2023-02-19T06:31:04Z
Publication Date2021-01-01
Publication NameResearch in Post-Compulsory Education
Identifierhttp://dx.doi.org/10.1080/13596748.2021.1909926
CitationYoumen Chaaban, Saba Qadhi & Xiangyun Du (2021) Student teachers’ agency in the transition to emergency online learning, Research in Post-Compulsory Education, 26:2, 231-255, DOI: 10.1080/13596748.2021.1909926
ISSN13596748
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85105858000&origin=inward
URIhttp://hdl.handle.net/10576/40119
AbstractThis study was conducted during the transition to emergency online learning, imposed by the spread of a worldwide pandemic known as COVID-19. The study aimed to examine the factors that influenced student agency during this sudden transition to synchronous online learning in the College of Education at Qatar University. By adopting a mixed methods research design, a total of 202 student teachers responded to a newly developed survey which explored four factors known to influence agency, and provided numerical data on their perceptions towards these factors. Results indicated a three-factor structure, namely: motivation and self-efficacy beliefs; self-regulated learning; and socio-cultural support. Following initial quantitative analysis, nine student teachers were recruited to engage in in-depth interviews. Qualitative analysis supported the theoretical framework of the factors influencing student agency, and further provided a nuanced understanding of the particularities involved in the way these factors were manifested within this novel context. Implications of the findings on the future implementation of emergency online learning are discussed.
SponsorOpen Access funding provided by the Qatar National Library.
Languageen
Subjectmotivation
Qatar
self-efficacy beliefs
self-regulated learning
socio-cultural support
Student agency
student teachers
TitleStudent teachers’ agency in the transition to emergency online learning
TypeArticle
Pagination231-255
Issue Number2
Volume Number26
ESSN1747-5112
dc.accessType Abstract Only


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