scholarly journals Erratum to: Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time

2017 ◽  
Vol 12 (2) ◽  
pp. 295-295
Author(s):  
Erin E. Peters-Burton ◽  
Ivan S. Botov
Keyword(s):  
Professional Development ◽  
Real Time ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-Regulated Learning and Professional Development

2015 ◽  
pp. 257-282
Author(s):  
Elena Ciga ◽  
Emma García ◽  
Mercedes I. Rueda ◽  
Harm Tillema ◽  
Emilio Sánchez
Keyword(s):  
Professional Development ◽  
Self Regulated Learning ◽  
Regulated Learning

A Dashboard to Monitor Self-Regulated Learning Behaviours in Online Professional Development

2021 ◽  
Vol 19 (1) ◽  
pp. 18-34
Author(s):  
Flavio Manganello ◽  
Francesca Pozzi ◽  
Marcello Passarelli ◽  
Donatella Persico ◽  
Francesca Maria Dagnino
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Online Professional Development ◽  
Learning Networks ◽  
Self Monitoring ◽  
Current Configuration ◽  
Self Regulated Learning ◽  
Actual Usage ◽  
Regulated Learning ◽  
Learning Behaviours

This paper reports on usage and impact on learning achievements of a dashboard developed to help monitor self-regulated learning behaviours in an online professional development path. The design of the path as well as of the dashboard were grounded on a pre-existing conceptual framework distinguishing between four different types of self-regulated learning behaviours taking place in professional learning networks and underpinning professional practice sharing. One of the objectives of the path was to promote such behaviours among participants, and the dashboard was designed to support their self-monitoring. Data were collected through usage log files analysis, a survey, and pretest and posttest. The results shed light on participants' actual usage of the dashboard, their opinion regarding its usefulness in relation of its capability to measure and support their SRL processes, and the dashboard's actual impact on their learning achievements. Moreover, some limitations in the current configuration of the dashboard emerged, which can guide further development.

Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation

2022 ◽  
Vol 111 ◽  
pp. 103619
Author(s):  
Timothy J. Cleary ◽  
Anastasia Kitsantas ◽  
Erin Peters-Burton ◽  
Angela Lui ◽  
Kim McLeod ◽  
...  
Keyword(s):  
Professional Development ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Developing Self-Regulation by Using Reflective Support in a Video-Digital Microteaching Environment

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Zehavit Kohen ◽  
Bracha Kramarski
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Real Time ◽  
Information Management ◽  
Self Regulation ◽  
Teaching Experience ◽  
Optimum Level ◽  
Self Regulated Learning ◽  
Coding Scheme ◽  
Teaching Anxiety

Recent research efforts have established that self-regulated learning (SRL) is necessary for teachers to attain successful professional development. Our study addresses two central questions: under what conditions in preservice teachers' education can SRL processes be enhanced to the optimum level, and how can we assess these processes? The participants of the study were ninety-seven preservice teachers, who were engaged in real-time teaching in a video-digital Microteaching environment. Each participant was randomly assigned to one of two groups: reflective support (RS) for SRL or no support (NS) for SRL. Participants in the RS group were explicitly exposed to SRL aspects and were directed to address these aspects in their reflective discussions of the teaching experience. The SRL process was measured as an online event during real-time teaching exercises, based on a coding scheme developed for this study to identify and assess the SRL skills by two major aspects: metacognition (planning, information management, monitoring, debugging, and evaluating) and motivation (interest and value, self-efficacy, and teaching anxiety). Results indicate that the RS group outperformed the NS group in all SRL measures. Implications for reflective support for SRL and event measures of real-time observations of preservice teachers' SRL are discussed.

scholarly journals Examining Motivations and Self-regulated Learning Strategies of Returning MOOCs Learners

2016 ◽  
Author(s):  
Bodong Chen ◽  
Yizhou Fan ◽  
Guogang Zhang ◽  
Qiong Wang
Keyword(s):  
Professional Development ◽  
Learning Strategies ◽  
Teacher Professional Development ◽  
Log Analysis ◽  
Theoretical Understanding ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Pathways ◽  
On Line ◽  
Teacher Professional

The present study examines behavioral patterns, motivations, and self-regulated learning strategies of returning learners—a special learner subpopulation in massive open on- line courses (MOOCs). To this end, data were collected from a teacher professional development MOOC that has been offered for seven iterations during 2014–2016. Data analysis identified more than 15% of all registrants as re- turning learners. Findings from click log analysis identified possible motivations of re-enrollment including improv- ing grades, refreshing theoretical understanding, and solving practical problems. Further analysis uncovered evidence of self-regulated learning strategies among returning learners. Taken together, this study contributes to ongoing inquiry into learning pathways in MOOCs, offers insights for future MOOC design, and sheds light on the exploration of MOOCs as alternatives for teacher professional development.

Sign in / Sign up

Export Citation Format

Share Document