Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education

Abstract

This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.

Self-Regulated Learning and Technology-Enhanced Learning Environments in Higher Education: A Scoping Review

“…Reference n 2015 [22,23] (n = 2) 2016 [24][25][26][27][28][29][30][31] (n = 8) 2017 [32][33][34][35][36][37] (n = 6) 2018 [38][39][40][41][42][43][44][45][46] (n = 9) 2019 [47][48][49][50][51][52][53][54][55][56] (n = 10) 2020 [57][58][59][60][61] (n = 5) 2021 [62] (n = 1)…”

Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docente: percepciones del alumnado y propuestas de herramientas y recursos

“…En cuanto a las redes sociales se ha investigado su ampliación en redes personales con el objetivo de aprender y crear contactos para el desarrollo profesional permanente (Marín et al, 2014) y su relación natural con el aprendizaje autorregulado (Dabbagh y Kitsantas, 2013). Twitter, además de posibilitar la gestión de la información, promueve la reflexión sobre el aprendizaje gracias a su formato breve (Pérez-Garcias et al, 2018). Por su parte, Instagram a pesar de su potencial como red social basado en imágenes, ha recibido relativa atención en relación al aprendizaje autorregulado (Chrestella, 2018), y ha sido circunscrito a didácticas específicas como la enseñanza de lenguas extranjeras (p.ej., Akhiar et al, 2017), y parece que de momento sus posibles usos para el desarrollo de estrategias metacognitivas siguen pendientes de estudios y se reducen a aspectos motivacionales.…”

Self-Regulated Learning of Brazilian Students in a Teacher Education Program in Piaui: The Impact of a Self-Regulation Intervention

“…Therefore, it is especially important that teacher education programs address self-regulated learning (Schunk and Zimmerman, 2008;Vrieling et al, 2017;Ganda and Boruchovitch, 2018;Michalsky and Schechter, 2018;Yandari et al, 2018;Lawson et al, 2019). In fact, teacher education programs need to provide future teachers not only with specific course content knowledge, but also with knowledge about self-regulatory strategies so they can manage their learning process, develop academic autonomy, and foster these skills in their future classrooms (Dembo, 2001;Schunk and Zimmerman, 2008;Bembenutty, 2011;Middleton et al, 2011;Moos and Ringdal, 2012;Boruchovitch and Ganda, 2013;Habibi and Yanti, 2017;Poitras et al, 2017;Michalsky and Schechter, 2018;Pérez et al, 2018).…”