Predictors of Perceived Learning in a Distance Learning Environment from the Perspective of SIPS Model

Abstract

The current study was based on Weidlich and Bastiaens's SIPS model. The variables included in the study were modeled to reveal their roles in online learning environments. The data collected from 396 pre-service teachers, who were enrolled in one or more distance learning courses on and before the 2017-2018 academic year spring semester in a public Turkish university and participated in the study. A combined data collection instrument that included 61 items and a demographic information form and five scales was utilized. It was observed that the SIPS model tested with structural equation model in the present study was confirmed for the Turkish sample. One predicted variable was determined (predictive learning) by regression analysis, and in this analysis, it was determined that sociability and social interaction were not significant predictors. Only sociability was not a significant classificatory variable in CHAID.