The Impact of an Online Professional Development Course on Teachers’ Comprehension and Self-Efficacy in Developing Students’ Self-Regulated Learning Skills

Linde, Inga; Sarva, Edīte; Daniela, Linda

doi:10.3390/su15129408

Cited by 8 publications

(3 citation statements)

References 47 publications

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“…It can be concluded that teachers should be provided with very targeted methodological help and training about how to explicitly apply PS and SRL skills in various school subjects. This conclusion is supported by research that found such interventions to be effective (Benick et al, 2021;Linde et al, 2023).…”

Section: Discussionmentioning

confidence: 77%

Piloting Supplementary Materials Aimed at Developing Students’ Problem-Solving and Self-Regulated Learning Skills

Hačatrjana

Linde

2023

IJLTER

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Developing students' transversal skills is an important education goal, and its implementation requires equipping teachers with appropriate supplementary materials and methodological support. The aim of the research was to develop supplementary materials aimed at enhancing students’ problem-solving and self-regulated learning skills, and to pilot the materials in secondary school lessons. Problem-solving and self-regulated learning skills are transversal skills, so the supplementary materials were not subject-specific and were designed to help teachers promote these students' skills in the lessons of any school subjects. The set of materials comprised 10 worksheets with both questions and prompts that could promote the development of students’ problem-solving and self-regulated learning skills. In total 139 teachers applied to pilot materials for a month, and 36 of them provided feedback by completing a questionnaire. Participants represented different schools and school subjects and were teachers of Grades 5–12; the majority of them (80,6%) had more than 21 years of work experience. Overall, participants evaluated the materials as very helpful for developing students' problem-solving and self-regulated learning skills, as the materials paid particular attention to planning, self-monitoring and self-reflection through a detailed focus on each of these processes, stimulated by questions in the materials. However, the teachers also concluded that the students lacked the in-depth metacognitive skills to self-analyze and self-regulate their performance, and teachers provided feedback and valuable suggestions for improving the supplementary materials. The study contributes to the research area and work of practitioners by demonstrating that appropriately designed supplementary materials are a valuable and useful tool to help teachers develop students' problem-solving and self-regulated learning skills.

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Section: Discussionmentioning

confidence: 77%

Piloting Supplementary Materials Aimed at Developing Students’ Problem-Solving and Self-Regulated Learning Skills

Hačatrjana

Linde

2023

IJLTER

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“…Through the utilisation of digital platforms, teachers have unlimited access to the latest educational resources that can enrich and complement 2433 their teaching methods. The ability to participate in online professional training opens up opportunities for teachers to continuously develop their skills, keep up with the latest trends in education and update their teaching strategies according to the latest developments (Linde et al, 2023). In other words, information technology not only provides support in terms of access to resources but also creates an environment where teachers can continuously improve themselves, resulting in a sustainable positive impact on students' learning experience and the overall progress of education.…”

Section: Resultsmentioning

confidence: 99%

Optimizing Economic Development Through the Synergistic Influence of Information Technology on Educational Access and Human Capital Quality Enhancement

Santosa,

Muhamad

2023

jmp

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This research aims to provide a deeper insight into the potential synergy between information technology, educational access, and the enhancement of human capital quality in the context of economic development. The research employs a comprehensive examination of available literature using qualitative analysis to gain a thorough understanding of the topic, encompassing the timeframe from 2015 to 2023. The study's findings indicate that optimizing economic development through the synergy of information technology, educational access, and the enhancement of human capital quality is a fundamental and relevant paradigm in addressing the challenges and opportunities of the globalization era. The integration of information technology into the education sector provides broader and more equitable access, while the improvement of human capital quality through technology establishes a strong foundation for sustainable economic growth.

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“…Teachers could use the affordances/benefits of blended learning (e.g., flexibility) to facilitate the exercise of SRL skills in students; e.g., designing tasks in which students have opportunities for autonomy, decision making, and collaboration [44], or adopting appropriate systems to support SRL in blended learning practices [45]. Professional development can facilitate teachers in acquiring knowledge of and skills in developing students' SRL skills [46]. Sustainable digital pedagogies (including mobile technology-supported pedagogies) and innovative blended practices are recommended.…”

Section: Discussionmentioning

confidence: 99%

Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study

Νικολοπούλου

2023

Sustainability

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Despite the rapid rise in the number of blended education studies after the COVID-19 pandemic, the topics of self-regulated and mobile-mediated learning in blended tertiary education environments is an open research issue. The purpose of this pilot study is to identify tertiary education students’ perceived enablers/facilitators and barriers to self-regulated and mobile-mediated learning in blended education environments. Nineteen undergraduate and postgraduate students were interviewed in Greece, and data were analyzed through descriptive analysis. According to the findings, most participants believed that blended learning helps their autonomy and self-regulated learning when they are facilitated by ownership of, ease of use, and familiarity with mobile devices. Major enablers/facilitators, but also barriers to, self-regulated and mobile-mediated learning in blended contexts are the course structure (mainly, the online component of blended education, appropriateness of learning activities, and educational material), and individual (educators’ knowledge, skills, confidence, and attitudes, and students’ knowledge, skills, and concerns) and technological (infrastructure and internet connectivity) factors. Students’ expectations concerning blended education courses are associated with the course organization (e.g., provision of alternative learning possibilities, balance between face-to-face and digital/online learning activities, and access to various teaching material/tools) and the role of students and teachers. Implications for students, educators and university policy and practice are discussed.

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The Impact of an Online Professional Development Course on Teachers’ Comprehension and Self-Efficacy in Developing Students’ Self-Regulated Learning Skills

Cited by 8 publications

References 47 publications

Piloting Supplementary Materials Aimed at Developing Students’ Problem-Solving and Self-Regulated Learning Skills

Piloting Supplementary Materials Aimed at Developing Students’ Problem-Solving and Self-Regulated Learning Skills

Optimizing Economic Development Through the Synergistic Influence of Information Technology on Educational Access and Human Capital Quality Enhancement

Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study

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