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- W4360765754 abstract "The purpose of the study is to explore the effect of self-direction on academic achievement in distance training program mediated by teaching presence and social presence and examine the structural relationship between those factors. To achieve the research purpose, path structure of the research model were analyzed through confirmatory factor analysis of the structural equation model with 379 samples collected from the teachers who had participated in the program. As a result, this study found that first, the self-direction of the learners in distance education showed a positive effect to academic achievement. Second, their self-direction showed a positive effect to academic achievement by partially being mediated by the teaching presence and social presence. This study is meaningful in terms of broadening the understanding of factors affecting academic achievement in a distance education environment and the relationship by investigating the structural relationship between self-direction, teaching & social presence, and academic achievement for learners. Significant implications are followed to support and design teaching and learning practices in distance education." @default.
- W4360765754 created "2023-03-25" @default.
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- W4360765754 date "2022-08-30" @default.
- W4360765754 modified "2023-10-16" @default.
- W4360765754 title "A Relationship among Self-direction, Teaching Presence, Social Presence and Perceived Academic Achievement of Teachers in Distance Training Program" @default.
- W4360765754 doi "https://doi.org/10.24299/kier.2022.353.111" @default.
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