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.

scholarly journals Facilitating “Gem Moments” of Learning: Reading Research as Teacher Professional Development

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Sarah Jane Twomey
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
The Other ◽  
Relational Model ◽  
Reading Group ◽  
On Line ◽  
Teacher Professional ◽  
The Impact

This purpose of this paper is to deepen our understanding of a relational model of professional development that nurtures teachers’ interest in learning and professional growth through reading. This case study documents the impact of a teacher reading group that was created for the purposes of a larger study between 2005 and 2007 in Vancouver, British Columbia, Canada. Louisa, one of the six participants of this larger study, is the focus of this paper. Louisa’s practice of reading, interpreting, evaluating, and utilizing the on-line research she read individually and collectively with the other five participants of the study became a way for her to identify and critique important issues, reframe her experiences as a teacher, question her professional assumptions and beliefs, and begin to develop a new unit of study for her English as a Second Language students.

scholarly journals Teachers and ICT: Exploring a metacognitive approach to professional development

2004 ◽  
Vol 20 (1) ◽  
Author(s):  
Renata Phelps ◽  
Anne Graham ◽  
Berenice Kerr
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
Learning Strategies ◽  
Teacher Professional Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Computer Skill ◽  
Professional Development For Teachers ◽  
Information And Communication ◽  
Teacher Professional

<blockquote>Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It proposes a capability based approach which strives to develop lifelong computer learning strategies. An important characteristic of the metacognitive approach is that, rather than specific objectives or outcomes being 'imposed' on learners, participants are encouraged to identify, articulate and pursue personally relevant goals, including those related to skills, attitudes, confidence, values and understandings, integration and school leadership. This paper reports on a research project which investigated the applicability of such an approach to teacher professional development. The approach was found to have significant outcomes in terms of computer skill development, and in influencing teachers' approaches to their own and their students' learning.</blockquote><p> </p>

Estratégias de aprendizagem autorregulada e formação inicial de professores de Geografia: uma revisão sistemática de literatura1 | Self-regulated learning strategies and initial education of Geography teachers: A systematic literature review

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Liz Cristiane Dias ◽  
Evely Boruchovitch
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Systematic Literature Review ◽  
Electronic Library ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
America Latina

Este artigo objetiva averiguar, com base em uma revisão sistemática de literatura, o investimento em estratégias de ensino e aprendizagem autorregulada em cursos de Licenciatura em Geografia. Os dados foram coletados nas bases de dados Scientific Electronic Library Online, Red de Revistas Cientificas de America Latina y el Caribe, España y Portugal e na Plataforma Sucupira da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior em periódicos da Geografia com classificação Qualis A1, A2 e B1 dos últimos cinco anos. A busca pelos trabalhos teve como resultado o total de 154 artigos. Destes, apenas 25 tratavam especificamente da formação inicial de professores e, dentre estes, apenas 8 atendiam às demandas da pesquisa. Os resultados revelaram a necessidade de mais investimento em programas de intervenção em estratégias de aprendizagem e a necessidade de pesquisas futuras que disseminem na Geografia a temática da autorregulação.

Sign in / Sign up

Export Citation Format

Share Document