Analysis of online assignments designed by chemistry teachers based on their knowledge and self-regulation DOI Creative Commons

Boaz Hadas,

Orit Herscovitz, Yehudit Judy Dori

et al.

Chemistry Teacher International, Journal Year: 2023, Volume and Issue: 5(2), P. 189 - 201

Published: June 1, 2023

Abstract Learners’ independence and self-regulated learning (SRL) may be achieved by online teaching, promoting learners’ 21 st century skills. Transitioning into teaching requires a variety of teachers’ knowledge types competencies. Mapping these with dedicated tool can help improve professional development processes to enhance the SRL teachers subsequently students. We aimed at investigating chemistry expressed in assignments they had designed, which included guidelines foster their students’ SRL, reviewing reflections upon implementing assignments. The participants were 20 high school teachers, who took part two programs focusing on fostering skills assignments, designed. Research tools written reflections. analyzed using special rubric, consists three knowledge: technological pedagogical content (TPACK), assessment (AK), SRL. Findings show that analysis rubric designed enabled identifying various teacher levels. use validated for mapping assessing is methodical contribution research development.

Language: Английский

Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System DOI Creative Commons
Roger Azevedo, François Bouchet, Melissa Duffy

et al.

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 13

Published: June 14, 2022

Self-regulated learning (SRL) is critical for across tasks, domains, and contexts. Despite its importance, research shows that not all learners are equally skilled at accurately dynamically monitoring regulating their self-regulatory processes. Therefore, technologies, such as intelligent tutoring systems (ITSs), have been designed to measure foster SRL. This paper presents an overview of over 10 years on SRL with MetaTutor, a hypermedia-based ITS scaffold college students’ while they learn about the human circulatory system. MetaTutor’s architecture instructional features based models SRL, empirical evidence computerized principles multimedia learning, Artificial Intelligence (AI) in educational metacognition from our team other researchers. We present MetaTutor followed by synthesis key findings effectiveness various versions system (e.g., adaptive scaffolding vs. no behavior) outcomes. First, we focus self-reports, outcomes, multimodal data log files, eye tracking, facial expressions emotion, screen recordings) contributions understanding ITS. Second, elaborate role embedded pedagogical agents (PAs) external regulators learners’ cognitive metacognitive strategy use. Third, highlight measuring cognitive, affective, metacognitive, motivational (CAMM) Additionally, unpack some challenges these pose designing real-time interventions Fourth, existing theoretical, methodological, analytical briefly discuss lessons learned open challenges.

Language: Английский

Citations

107
Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition DOI Creative Commons
Yves Karlen, Carmen Nadja Hirt, Johannes Jud

et al.

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 125, P. 104055 - 104055

Published: Feb. 8, 2023

This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of learning (SRL) explain their self-reported students' perceived promotion metacognition. One hundred eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between knowledge, self-efficacy, intrinsic interest value Teachers' own SRL skills mindsets about were indirectly related metacognition via self-efficacy value. provides new evidence importance dual profile for promoting

Language: Английский

Citations

56
Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence DOI
Laurenţiu P. Maricuțoiu, Zselyke Pap,

E. Ștefancu

et al.

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(1)

Published: Jan. 23, 2023

Language: Английский

Citations

27
Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions DOI
Anastasia Efklides, Bennett L. Schwartz

Educational Psychology Review, Journal Year: 2024, Volume and Issue: 36(2)

Published: June 1, 2024

Language: Английский

Citations

14
Teachers’ perceptions of their self-regulated learning practices in elementary school classrooms DOI Creative Commons

Stephanie Greenquist-Marlett,

Linda Bol,

Courtney Hill

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 9

Published: Jan. 7, 2025

Self-regulated learning (SRL) is associated with adaptable, critical, lifelong thinking skills. Teachers are essential to promoting SRL in learners, yet infrequently teach these strategies classrooms. We addressed three research questions: (1) How do K–5 teachers implement their teaching?, (2) the use of linked self-efficacy or confidence and (3) differ depending on school type (public vs. private)? Semi-structured interviews were conducted 12 primary in-service teachers, sampled equally from one public private school, explore practices. They frequently utilized implicit ways. Further themes included setting goals based student needs, monitoring progress, thereby adapting instruction. largely confident about incorporating into Public participants relied time management tracked progress more summative ways than counterparts.

Language: Английский

Citations

1
Leveraging opportunities for self-regulated learning in smart learning environments DOI Creative Commons
Idit Adler, Scott Warren,

Cathleen Norris

et al.

Smart Learning Environments, Journal Year: 2025, Volume and Issue: 12(1)

Published: Jan. 15, 2025

Abstract Smart learning environments provide students with opportunities to engage in self-regulated (SRL). However, little research has examined how teachers leverage these opportunities. We employed a multiple-case study methodology examine the SRL supporting instructional practices of five third-grade as they implemented science unit embedded within smart environment which enabled student engagement processes. The identified set was used formulate teachers’ support profiles, indicates extent provided regulate cognitive aspect SRL. Our findings indicated that interactions varied from teacher-focused use , restricting for engagement, student-focused use, leveraging These results demonstrate that, while potentially rich contexts students’ SRL, this through their SRL-supporting determines actual

Language: Английский

Citations

1
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable DOI Creative Commons
Reinhard Pekrun

Educational Psychologist, Journal Year: 2021, Volume and Issue: 56(4), P. 312 - 322

Published: Oct. 2, 2021

It is plausible to assume that teachers need motivation, emotions, and self-regulation teach promote students’ learning. However, as documented in this special issue, extant research inconsistent has weak effects of these teacher variables at best. I discuss possible reasons for paradoxical failure more fully document the importance emotion, self-regulation. Specifically, addition conceptual problems, focused too much on using between-person designs, with truncated distributions reduced variance, samples from single Western countries. To better understand student outcomes, we (1) develop test fine-grained theoretical models explaining mechanisms mediating effects, (2) complement between-teacher by within-teacher studies, (3) examine teacher-student processes across cultural historical contexts. Collaboration other disciplines may be needed, including economics, sociology, political science, computer history.

Language: Английский

Citations

47
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system DOI
Daryn A. Dever, Nathan A. Sonnenfeld, Megan Wiedbusch

et al.

Metacognition and Learning, Journal Year: 2023, Volume and Issue: 18(3), P. 659 - 691

Published: May 19, 2023

Language: Английский

Citations

17
Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals DOI
Daryn A. Dever, Megan Wiedbusch,

Sarah M. Romero

et al.

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 55(4), P. 1290 - 1308

Published: Jan. 16, 2024

Abstract Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self‐regulated learning (SRL) via prompts and feedback promote monitoring regulation of their cognitive, affective, metacognitive motivational processes achieve (sub)goals. This study examines PAs' effectiveness in scaffolding teaching SRL during with MetaTutor, an ITS on the human circulatory system. Undergraduates ( N = 118) were randomly assigned a condition: Control Condition (i.e. learners could only self‐initiate strategies) Prompt Feedback PAs prompted engage SRL). Learners' log‐file data captured when strategies used, initiator strategy learner PA), relevance instructional content pages relation subgoals. While results showed that effective scaffolders which they more was relevant towards subgoals as time page task increased, there mixed findings about teachers SRL. Findings show how production rules guiding PA can improve across – through contextualizing Practitioner notes What is already known this topic Most struggle efficiently effectively use attain goals There need for be scaffolded manage multiple while complex STEM topics. typically prompt provide feedback. are paper adds We consider not but also Results encouraged subgoals, did discourage relevant. support Learners increasingly depended progressed. Implications practice and/or policy research needed understand role essential progresses. When deploying specific cognitive strategies, should taken into account.

Language: Английский

Citations

8
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes DOI Open Access
Fani Lauermann, Ruth Butler

Educational Psychologist, Journal Year: 2021, Volume and Issue: 56(4), P. 243 - 249

Published: Oct. 2, 2021

Educational psychologists have traditionally been far more interested in the psychology of students than teachers. However, interest conceptualizing and examining teachers' emotions, motivations, self-regulation, as well corresponding implications for instructional process students' educational outcomes, has increased recent years. Accumulating evidence suggests that these teaching-related psychological characteristics can shape professional decision-making, work engagement, occupational well-being, approaches to teaching. Theoretically grounded links with however, remain elusive. Articles commentaries this special issue examine possible reasons puzzling results strive lay foundation theoretical cross-fertilization an integrated research agenda focusing on whether, when, how, why self-regulation may influence—and be influenced by—students' outcomes.

Language: Английский

Citations

40