Fostering self-directed learning competencies among preservice teachers through reflective practice and technology-mediated collaborative learning

This study examined the effects of reflective practices (RP) on self-directed learning competencies (SDLC) as well as the relationship between technology-mediated collaborative learning (TMCL) as a reflective practice and SDLC in a preservice teachers' class. Regression analyses were conducted to examine the effects of RP on SDLC. In addition, a pre- and post-test survey comparison was used to compare SDLC differences before and after the class using TMCL. To investigate more details regarding the relationships between TMCL and SDLC based on participants' experiences and perceptions, qualitative data were analysed using thematic analysis. The results indicated that RP significantly affected SDLC. Importantly, TMCL played a crucial role in improving SDLC of preservice teachers. This study implied that the ultimate goal of collaborative learning using technology was to promote preservice teachers' SDLC so that they could become self-directed learners.