DETERMINANTS OF ONLINE MICROTEACHING EFFECTIVENESS IN TEACHER EDUCATION
DOI:
https://doi.org/10.30868/ei.v15i02.10353Keywords:
online microteaching, teacher education, learning management system, learning effectivenessAbstract
Despite the growing adoption of online microteaching in teacher education, limited empirical evidence exists regarding the combined influence of technological and pedagogical factors on learning effectiveness, particularly within open and distance learning environments. This study investigates the determinants of online microteaching effectiveness by examining the roles of learning management system (LMS) quality, tutor quality, webinar-based support, and peer assessment within an Islamic Education teacher education program at Universitas Terbuka, Indonesia. A quantitative approach employing a cross-sectional survey design was adopted. Data were collected from 97 pre-service teachers who had completed an online microteaching course and were analyzed using multiple linear regression. The findings revealed that LMS quality, tutor quality, and webinar-based support had significant positive effects on online microteaching effectiveness, with webinar-based support emerging as the strongest predictor (β = 0.365, p < .01). In contrast, peer assessment did not demonstrate a significant direct effect (β = 0.032, p > .05). The regression model explained a substantial proportion of variance in learning effectiveness (R² = 0.754), indicating strong explanatory power. The findings suggest that meaningful synchronous interaction plays a more influential role than technological infrastructure or peer-based evaluation in shaping students’ perceptions of online microteaching effectiveness. The study contributes to the literature by simultaneously examining technological, instructional, and interactional determinants within a single analytical framework, thereby providing a more comprehensive understanding of effective online microteaching practices. The findings also support the relevance of the Community of Inquiry framework and Social Constructivism Theory in explaining practice-based learning within online teacher education contexts. Practically, the results highlight the importance of integrating well-designed webinar sessions, high-quality LMS environments, and effective tutor support to enhance online microteaching experiences. These insights are particularly relevant for teacher education institutions operating within open and distance learning systems seeking to improve the quality of online practice-based learning.
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