Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it?

• Published in: Teaching and teacher education 2022-05, Vol.113, p.103669, Article 103669
• Main Authors: Tarchi, Christian, Brante, Eva Wennås, Jokar, Mohammad, Manzari, Elham
• Format: Article
• Language: English
• Subjects: Emergency distance education; Online learning; Pre-service teachers; Self-regulated learning
• ISSN: 0742-051X; 1879-2480; 1879-2480
• DOI: 10.1016/j.tate.2022.103669

We investigated pre-service teachers’ conceptions of online learning during the transition from face-to-face to emergency distance education in Italy, Sweden and Iran. Conceptions of online learning were conceptualised based on how pre-service teachers defined online learning, the self-regulated learning (SRL) skills associated with it and how they compared it to face-to-face education. The participants were asked about the characteristics of their online courses, yielding information about the online learning conditions and experiences. Conceptions of online learning were found to be underdeveloped. Pre-service teachers should develop a flexible approach to SRL that takes into consideration the demands of the specific educational setting. •The COVID-19 crisis has brought several changes in higher education settings.•Students' self-regulated learning skills are challenged in online learning.•Students' conceptions of online learning were investigated in Italy, Sweden, Iran.•Students' conceptions of online learning were limited to the use of technology.•Conceptions of online learning differed between learning environments.