Abstract
We examined the relationships between preservice teachers' use of six types of online self-regulated learning (SRL) strategies (goal-setting, time management, environmental structuring, task strategies, help-seeking, and self-evaluation) and their characteristics (gender, technology integration self-efficacy, prior online learning experience, and program of study), and how these relationships vary across teacher education programs. A total of 325 preservice teachers from 14 teacher education programs participated in the study. Data were analyzed using cross-sectional two-level multilevel models. Results revealed that, except for environmental structuring and self-evaluation strategies, preservice teachers' use of all specific SRL strategies significantly varied across teacher education programs. Females demonstrated higher use of goal-setting strategies compared to males. Technology integration self-efficacy was a significant positive predictor of all SRL strategies, except for task strategies. Prior online learning experience was a significant negative predictor of goal-setting and self-evaluation strategies. This study's findings inform teacher education by highlighting variations in online SRL among preservice teachers, influenced by gender, technology integration self-efficacy, and prior online learning experience. Study limitations and recommendations for future research are discussed.
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