The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

Kasim Karatas,Ibrahim Arpaci

doi:10.30935/cedtech/10786

Kasim Karatas, Ibrahim Arpaci

Open Access

https://doi.org/10.30935/cedtech/10786

Copy DOI

Abstract

This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers’ readiness for online learning. These findings suggested that enhancing prospective teachers’ self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.

Highlights

COVID-19 pandemic has affected all aspects of human life
This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers
Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers’ readiness for online learning

Summary

INTRODUCTION

COVID-19 pandemic has affected all aspects of human life. One of the aspects where the effect of the pandemic is experienced intensely is education (Akat & Karatas, 2020). Prospective teachers should have computer literacy and digital learning competencies (Kim, 2020), self-directed learning, self-regulation, and metacognition awareness skills for online learning (Bozkurt & Sharma, 2020; Hadar et al., Karatas & Arpaci / Contemporary Educational Technology, 2021, 13(3), ep300. In this regard, prospective teachers should have 21st century skills, including information and communication technologies (ICT) literacy, critical thinking, creativity and innovation, self-directed learning skills and metacognitive awareness. In order to promote participation and engagement in online learning environments, it is important to investigate key factors affecting individuals’ online learning readiness during the COVID-19 pandemic. The present study investigated the role of prospective teachers’ self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting their readiness for online learning

LITERATURE REVIEW

Participants and Procedure

RESULTS

DISCUSSION AND CONCLUSION