scholarly journals Fostering Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning – Didactical Concept of a Theory–Practice Learning Setting and Insights Into Preservice Teachers’ Reflections

2020 ◽  
pp. 147572572097351
Author(s):  
Dorothea Horn ◽  
Daniel Grötzbach ◽  
Barbara Drechsel
Keyword(s):  
Preservice Teachers ◽  
Real Life ◽  
Self Regulated Learning ◽  
Local Schools ◽  
Learning Journals ◽  
Regulated Learning ◽  
Psychology Curriculum ◽  
Overall Evaluation ◽  
Psychological Knowledge ◽  
Practical Implications

This report illustrates the didactical concept and implementation of a theory–practice learning setting where preservice teachers counsel pupils from local schools on their self-regulated learning. The learning setting is part of the preservice teachers’ psychology curriculum embedded in their educational foundation studies and aims at fostering preservice teachers’ psychological literacy; specifically, to reflect their own and other’s behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. Besides describing the motivation behind the structure and content of the theory–practice learning setting, the report discusses results of a first qualitative analysis of the preservice teachers’ learning journals, which function as a reflection tool and are part of the overall evaluation design. Results indicate that the practice task (counseling session) is a complex and demanding, yet instructive and rewarding, learning setting that fosters certain attributes of psychological literacy. Practical implications and further research endeavors are discussed.

scholarly journals Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Inga Glogger ◽  
Lars Holzäpfel ◽  
Julian Kappich ◽  
Rolf Schwonke ◽  
Matthias Nückles ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Teachers ◽  
Learning Strategies ◽  
Process Models ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Learning Journals ◽  
Regulated Learning ◽  
Assessment Skills ◽  
Computer Based

Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE) that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44;N2=89) worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

scholarly journals Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

2021 ◽  
Vol 12 ◽  
Author(s):  
Tova Michalsky
Keyword(s):  
Preservice Teachers ◽  
Learning Strategies ◽  
Large Body ◽  
Teaching Experience ◽  
Monitoring And Evaluation ◽  
Inservice Teachers ◽  
Self Regulated Learning ◽  
Targeted Instruction ◽  
Regulated Learning ◽  
Actual Use

Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' “noticing” of explicit SRL teaching behaviors in videotaped classroom vignettes. Preservice teachers in a university teacher training program (N = 296) and inservice elementary, junior high, and high school teachers (N = 305) were presented with six online video cases accompanied by questions about the videotaped teachers' instruction of SRL planning, monitoring, and evaluation strategies. The results suggested that, overall, both preservice and inservice teachers failed to notice the expert teachers' explicit SRL teaching. Furthermore, their noticing ability failed to increase over the career span, with growing teaching experience. Thus, targeted instruction is recommended during both preservice training and inservice development programs to promote all teachers' application of evidence-based explicit SRL teaching strategies.

Developing a pedagogical instrument for MIS fundamental course – embracing self-regulated learning strategies

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sajed M. Abukhader
Keyword(s):  
Learning Strategies ◽  
Conceptual Development ◽  
Single Case ◽  
Educational Institution ◽  
Future Research ◽  
Content Type ◽  
Four Dimensions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Practical Implications

Purpose Teaching management information systems (MIS) fundamental course remains a challenging task to date, encountering several continuing complaints from students as well as instructors, as per several studies. Several reasons are reported, some of which are related to little embrace of more innovative non-traditional techniques, and limited literature guidance on selection and effective use of appropriate strategies to various settings. Toward instructional innovation, this paper proposes and tests a pedagogical instrument. By introducing this tool, the ultimate objective is to minimize the confusion that students usually encounter during this course and to empower the instructors in the delivery of its interdisciplinary knowledge. Design/methodology/approach A triangulation of four methods is being employed: conceptual development, experimentation for 12 years, assessment in light of the self-regulated learning theory, and empirical analysis. For the latter method, an open-ended questionnaire as well as group interviewing were carried out. Findings The proposed instrument (need-function instrument [NFI]) was found to be in support of self-regulated learning to a promising extent in terms of its four core aspects. The participants were more inclined to accept as well as appreciate the instrument than report drawbacks. Yet, there are few complaints for the inability to distinguish between two introduced terms, ‘Information Problem’ and ‘Operations Problem’. Therefore, a future effort is deemed necessary to explore this aspect. Research limitations/implications The results are based on a single case of educational institution which is not enough to generalize for other educational environments. Future research is necessary for testing in a variety of settings in terms of type of classroom, number of students enrolled, type of institution (public or private), etc. Practical implications Whereas the instrument is anticipated to render improvements in the students’ understanding of MIS content and to alleviate the task of the course leader in delivering the course, there are possible practical implications that should be paid careful attention to. They were analyzed in terms of four dimensions: the Instructor, the Student, the Classroom and Time. Originality/value The paper introduces a new pedagogical instrument/tool for teaching the MIS fundamental course.

Fostering Self-Regulated Skills in an Educational Psychology Course for Brazilian Preservice Teachers

2013 ◽  
Vol 12 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Evely Boruchovitch ◽  
Danielle R. Ganda
Keyword(s):  
Preservice Teachers ◽  
Educational Psychology ◽  
Effective Teachers ◽  
Teacher Education Program ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Brazilian Students ◽  
Psychology Course ◽  
Educational Psychology Courses

The relevance of self-regulated learning is well acknowledged by research, and converging evidence suggests that people can be taught self-regulatory skills, thus improving their behavior as learners. Researchers have recommended that educational psychology courses for preservice teachers should help future teachers become better learners as well as more effective teachers. An attempt was made to explore the challenge of creating an effective teaching approach to increase preservice teachers’ awareness of their personal learning. This idea was implemented in an educational psychology course for 26 Brazilian students in a teacher education program at a public university in the interior of the state of São Paulo, Brazil. The procedures employed to foster self-regulatory skills and the results obtained from the experience are discussed in this article. Data were collected on 2 occasions using a self-efficacy for self-regulated learning scale and a general self-reflective activity. A structured diary about the students’ learning experiences was also required. Results showed reported gains in self-regulatory skills, greater awareness of affective and motivational states, and an improvement in study practices. Findings are discussed in terms of both the importance of improving students’ self-regulatory skills and the implications that such an initiative may have for future teaching practices.

scholarly journals Online Adaptive Learning

2020 ◽  
Vol 15 (4) ◽  
pp. 18-35
Author(s):  
Hoda Harati ◽  
Cherng-Jyh Yen ◽  
Chih-Hsiung Tu ◽  
Brandon J. Cruickshank ◽  
Shadow William Jon Armfield
Keyword(s):  
Theoretical Model ◽  
Adaptive Learning ◽  
Reliability And Validity ◽  
Measurement Tool ◽  
Web Based ◽  
Self Regulated Learning ◽  
Content Expert ◽  
Confirmatory Factor ◽  
Regulated Learning ◽  
Practical Implications

Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on this model, the Adaptive Self-regulated Learning Questionnaire (ASRQ) was developed. The reliability and validity of the ASRQ were evaluated via the review of a content expert panel, the Cronbach's alpha coefficients, and confirmatory factor analysis. Overall, the results supported the theoretical framework and the new ASRQ in an ALE. In this article, the theoretical and practical implications of the findings were discussed.

Self-regulated Learning at the Junction of Cognition and Motivation

1996 ◽  
Vol 1 (2) ◽  
pp. 100-112 ◽  
Author(s):  
Monique Boekaerts
Keyword(s):  
Real Life ◽  
Transfer Of Knowledge ◽  
Specific Knowledge ◽  
Reciprocal Relationships ◽  
Self Regulated Learning ◽  
Domain Specific ◽  
Knowledge Strategy ◽  
New Learning ◽  
Regulated Learning ◽  
Domain Specific Knowledge

Self-regulated learning has emerged as a powerful new learning theory that is able to promote the transfer of knowledge and skills to real-life situations and make students more independent of their teachers in extending and updating their knowledge base. In recent years, many researchers have shown an interest in developing a theory of self-regulated learning. Considerable research has been generated, but the concept is still too broadly defined and its basic foundations remain poorly understood. The purpose of this paper is to examine the theoretical underpinnings of two strongly related aspects of self-regulated learning that have, until recently, been studied in a relatively isolated fashion. The conceptual framework that is presented in this paper highlights the parallel and reciprocal relationships between components of the cognitive and motivational repertoire and centers on three levels of these repertoires: domain-specific knowledge, strategy use, and goals.

scholarly journals Self-regulated learning: Goal setting and self-monitoring

2013 ◽  
Vol 37 (4) ◽  
pp. 46 ◽  
Author(s):  
Marc Bloom
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Goal Setting ◽  
Learning Strategy ◽  
Motivation To Learn ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Regulated Learning ◽  
Practical Implications

The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers. 本論は、自己調整学習（SRL：Self-Regulated Learning）に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる（Zimmerman, 1990）。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型（目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング）に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。

scholarly journals The Use of Solved Example Problems for Fostering Strategies of Self-Regulated Learning in Journal Writing

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Julian Roelle ◽  
Sophie Krüger ◽  
Christian Jansen ◽  
Kirsten Berthold
Keyword(s):  
Learning Strategies ◽  
Initial Phase ◽  
Journal Writing ◽  
Fifth Grade ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Fifth Grade Students ◽  
Learning Journals ◽  
Regulated Learning

Writing learning journals is a powerful tool to integrate self-regulated learning in classrooms. However, to exploit the full potential of journal writing, instructional support is needed that addresses the students’ deficits in the use of self-regulated learning strategies. A promising means to foster learning strategies in learning journals is the provision of solved example problems along with prompts. In a quasiexperimental field study, we provided fifth-grade students (N=48) with solved example problems along with prompts either right from the beginning of writing their journals or after they had already written two learning journal entries. We found that the provision of solved example problems along with prompts right from the beginning of the journal writing process fostered the quality of both cognitive and metacognitive strategies and conceptual knowledge in the initial phase. The delayed provision of solved example problems after an initial phase of journal writing yielded a detrimental effect on the quality of cognitive strategies and a beneficial effect on the quality of metacognitive strategies. In sum, our results suggest that the provision of solved example problems along with prompts right from the beginning of journal writing can effectively support fifth-grade students in overcoming deficits in the use of self-regulated learning strategies.

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