Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning

Asfaw, Ayanaw Yigletu; Michael, Kassa; Atnafu, Mulugeta

doi:10.1080/2331186x.2023.2222875

Cogent Education

2023

DOI: 10.1080/2331186x.2023.2222875

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Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning

Ayanaw Yigletu Asfaw

Kassa Michael

Mulugeta Atnafu

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Cited by 3 publications

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Technology and Digital Literacy: Interrelationships and the Impact of Acceptance with Self-regulated Learning

Saregar,

Kirana,

Asyhari

et al. 2024

E3S Web of Conf.

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The educational technology continues to grow and change. Technology acceptance exists to understand how technology emerges and is adopted. Technology acceptance plays an important role in creating an innovative and effective learning environment in enhancing students’ learning experience. Technology acceptance must be supported by digital literacy skills to achieve successful use of technology in learning. The purpose of this study was to determine the relationship between technology acceptance and digital literacy in self-regulated learning of physics students. This type of research is quantitative survey research. The research data were obtained by distributing online questionnaires using Google Forms. The questionnaire used a Likert scale of five options. A total of 132 valid questionnaires were obtained and analyzed using PLS-SEM assisted by the Smart PLS application. Based on the path coefficient, it shows that technology acceptance has a significant positive effect with β = 0.248 or close to 1, tcritical value of 2.345, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.019, which is lower than 0.05. The digital literacy path coefficient has a significant positive effect on self-regulated learning with a value of β = 0.673 or close to 1, tcritical value of 6.456, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.000, which is lower than 0.05. The results of PLS-SEM analysis using Smart PLS show that technology acceptance and digital literacy have a significant positive effect on self-regulated learning. This research is expected to be a source of reference for further research in discussing issues related to self-regulated learning.

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Technology and Digital Literacy: Interrelationships and the Impact of Acceptance with Self-regulated Learning

Saregar,

Kirana,

Asyhari

et al. 2024

E3S Web of Conf.

View full text Add to dashboard Cite

show abstract

Development of competency-based assessment model for KRU RAK THIN scholarship’ recipients

Kritkharuehart,

Vimolsilp,

Photipussa

2024

Cogent Education

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A research on online self-regulated learning skills of pre-service Turkish teachers

YEMENİCİ,

KARAKAŞ YILDIRIM

2023

Journal of Educational Technology and Online Learning

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With online learning being on the agenda again in higher education, university students had different views about the online learning process. While some students evaluated this process as an advantage, others expressed the difficulties of the process. There are reasons, such as students' ability to organize their learning processes and being aware of their capacities under these different views. It noticed that students with these skills use various strategies in the learning process and adjust the learning process to them. Self-regulation is a prerequisite for a successful learning process and emphasizes the learner's autonomy and personal preferences. Self-regulation skills have become more noteworthy, especially in the online learning process, where students become passive recipients. While students who have developed self-regulation skills in the online learning process are successful, students who do not have this skill are more disadvantaged. Therefore, in this process, we come across two opposite groups, those who turn online learning into an advantage and those who cannot manage this process. It aimed to determine the self-regulated learning skills of pre-service Turkish teachers who have experienced the online learning process in this study. This study was designed according to the descriptive scanning method and was limited to 1st, 2nd, 3rd, and 4th-grade students in the Department of Turkish Language Teaching. In this study, Online Self-Regulated Learning Scale used developed by Barnard et al. (2008) and adopted into Turkish by Samsa Yetik (2011). The obtained data were analyzed with the IBM SPSS Statistics 25 program.

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Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning

Cited by 3 publications

References 24 publications

Technology and Digital Literacy: Interrelationships and the Impact of Acceptance with Self-regulated Learning

Technology and Digital Literacy: Interrelationships and the Impact of Acceptance with Self-regulated Learning

Development of competency-based assessment model for KRU RAK THIN scholarship’ recipients

A research on online self-regulated learning skills of pre-service Turkish teachers

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