Fostering self-regulated learning using synchronous or asynchronous digital learning environments
A latent profile analysis of pre-service teachers’ individual differences
Dados Bibliográficos
| ID | 22165503 |
|---|---|
| Autores | Nathalie Barz (0000-0001-7151-3768, Saarland University, autor correspondente), Manuela Benick (0000-0002-7040-9448, Saarland University), Laura Dörrenbächer-Ulrich (0000-0002-8361-9030, Saarland University), Franziska Perels (0000-0002-8594-1031, Saarland University) |
| Ano | 2024 |
| Volume | 9 |
| Data de publicação | 2024-12-10 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1445182 |
| OpenAlex | W4405214942 |
| Idioma | EN |
| Citações recebidas | 2 |
| Referências citadas | 86 |
Self-regulated learning (SRL) is positively associated with improved learning achievements during all educational phases. Despite playing an important role in conveying SRL strategies to their students, pre-service often lack knowledge about SRL and imparting it. Therefore, addressing SRL and teaching SRL strategies to students seems relevant to pre-service teacher training. The present study aims to analyze pre-service teachers’ SRL profiles in asynchronous and synchronous digital learning environments and compares their influence on training effectiveness. As part of a pre-post design, a total of N = 141 pre-service teachers participated in the study, and questionnaires on SRL strategy use and an SRL knowledge test were used. A latent profile analysis indicated a three-class solution (low, moderate, high SRL), revealing significant differences regarding SRL strategy use but not for SRL knowledge. These findings enable a person-centered approach to develop digital learning environments and provide insight into specific learner behavior
Asynchronous communication · Asynchronous learning · Computer network · Cooperative learning · Digital Learning · Mathematics education · Multimedia · Synchronous learning · Teaching method · Computer Science · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
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| Obras citantes distintas | 2 |
|---|---|
| Citações por ano | 2 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 2 |