Self-regulated Learning, Community of Inquiry, and Online Learning Readiness of Filipino Teacher Education Students: Inputs Toward an Enhanced Online Learning Delivery

Abstract

The need to shift from traditional face-to-face to online learning brought by COVID-19 is both a trend and a challenge to higher education institutions across the world. In this context, a myriad of studies had identified the significance of selfregulated learning (SRL), the community of inquiry (CoI), and online learning readiness (OLR) as essential factors in such a ‘shift’. In this study, three hundred thirty-five (335) teacher education students from a state university in Pampanga, Philippines, selected via proportionate stratified random sampling completed an online survey that measured their demographic characteristics, SRL, CoI, and OLR. Analysis of variance (ANOVA) confirmed that CoI significantly differed based on their year levels. Moreover, Pearson’s correlation reported a positive moderate relationship between their SRL and CoI at 0.00 and OLR at 0.00 which is lower than 0.01. Conclusively, it is recommended that the results of this study be considered in the institutionalization of an enhanced online learning delivery.