The purpose of this study is to investigate online pre-service teachers’ self-regulation in three types of online interaction and learner outcomes: perceived learning and satisfaction. The data were collected from 372 pre-service teachers enrolled in an online teacher training program. Descriptive statistics and path analysis were used to answer the proposed research questions. The results show that online pre-service teachers have perceptions of self-regulation in three types of online interaction and learner outcomes at a moderate level. Their perceptions do not vary depending on the demographics of age, gender, and employment status, except for perceived learning. Females perceived higher scores than males for perceived learning. The path analysis indicates the relationships among self-regulation in three types of online interaction and learner outcomes. As consistent with the prior research, the results imply that the improved self-regulation for interaction results in improved learner outcomes of perceived learning and satisfaction. However, the role of learner demographics is not generally significant in this research context.

这项研究的目的是调查在线职前教师在三种类型的在线互动和学习者成果中的自我调节：知觉学习和满意度。这些数据是从372名参加在线教师培训计划的岗前教师中收集的。描述性统计和路径分析用于回答提出的研究问题。结果表明，在线职前教师在中等水平上对三种类型的在线互动和学习者成果具有自我调节的感知。除了感知的学习外，他们的看法不会因年龄，性别和就业状况而异。女性在感知学习方面的得分高于男性。路径分析表明三种在线互动中的自我调节与学习者结果之间的关系。与先前的研究一致，结果暗示，互动的自我调节的改善会导致学习者感知学习和满意度的结果得到改善。但是，在此研究背景下，学习者人口统计学的作用通常并不重要。