Perceptions of Blended Learning Competencies and Obstacles among Educational Technology Students in Light of Different Anxiety Levels and Locus of Control

Abstract

The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students' perceived blended learning competencies and obstacles. The independent variables were the locus of control (Internal, External) and anxiety level (Low, Moderate, High). The dependent variables were the students' perceptions of their personal blended leaning competences (Knowledge & Technological) and students' perceptions of the obstacles of blended leaning. The study sample consisted of 107 undergraduate educational technology students. Inferential statistics were conducted to analyze the data. Analysis of variance and pairwise post hoc tests were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that students with internal locus of control performed significantly better than external locus of control students in blended learning competencies (Knowledge &Technological) and blended learning obstacles. The findings of this study also showed that moderate anxiety students performed significantly better than low and high anxiety students in blended learning competencies (Knowledge &Technology) and blended learning obstacles. Finally, the study found that there was no significant difference between the low and high anxiety students in blended learning obstacles.

How is the Readiness of Students to Become Teachers in the Industrial Revolution Era 4.0?

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Teaching Practice Program in College of Education – Creativity, Emotional Intelligence and Locus of Control

“…Teaching practice programs with maximum quality results are due to the excellent locus of control that prospective teachers have (J. A Fredericks, 2004), (McCready et al, 2017), (Aldalalah & Gasaymeh, 2020), and (Burrell, 1994). The embodiment of confidence in the self-ability of prospective teachers in carrying out teaching practice programs causes their potential to increase so that it can be channeled properly, as evidenced when interacting with students while teaching at school.…”

Development and validation of the Internet Locus of Control Scale (I-LOC)

“…These are just some examples. The locus of control has also been studied in relation to social network confidence (Haridakis and Hanson, 2009), online courses learning competency (Aldalalah and Gasaymeh, 2014) and degree of presence in immersive virtual environments (Murray et al, 2007; Wallach et al, 2010) finding many statistically significant differences. In particular, people high on internal locus of control tend to have a higher social network confidence and to acquire higher competency in online learning scenarios (Aldalalah and Gasaymeh, 2014; Haridakis and Hanson, 2009).…”

“…The locus of control has also been studied in relation to social network confidence (Haridakis and Hanson, 2009), online courses learning competency (Aldalalah and Gasaymeh, 2014) and degree of presence in immersive virtual environments (Murray et al, 2007; Wallach et al, 2010) finding many statistically significant differences. In particular, people high on internal locus of control tend to have a higher social network confidence and to acquire higher competency in online learning scenarios (Aldalalah and Gasaymeh, 2014; Haridakis and Hanson, 2009). As regards the degree of immersiveness in virtual environments, the results are mixed, but there is evidence that people high on internal locus of control could experience a higher level immersion in virtual environments (Wallach et al, 2010).…”