Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration
Bibliographic Data
| ID | 21297184 |
|---|---|
| Authors | Lingyun Huang (0000-0002-7336-7079, McGill University, corresponding author), Shan Li (0000-0002-3095-3721), Eric Poitras (0000-0003-0563-7978), Susanne Lajoie (0000-0003-2814-3962), Susanne P Lajoie |
| Year | 2021 |
| Volume | 52 |
| Issue | 2 |
| Pages | 695-713 |
| Publication date | 2021-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13050 |
| OpenAlex | W3105170226 |
| Language | EN |
| Citations received | 13 |
| References cited | 59 |
Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers’ TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activities and TPACK constructs affected preservice teachers’ technology integration in instructional design. Sixty‐four preservice teachers designed a lesson with nBrowser, a computer‐based learning environment (CBLE) that helps teachers incorporate technology into instruction by promoting self‐regulated learning (SRL). Drawing on the lesson plans, we extracted six types of metacognitive processes preservice teachers exhibited while solving the task and generated two distinct SRL profiles according to the identified latent profile of metacognitive patterns. The competent self‐regulated learners demonstrated more efforts in metacognitive monitoring activities than the less competent self‐regulated learners in regulating their task solving processes. When comparing TPACK comprehension and design performance between the two profiles, the competent self‐regulated learners outperformed the less competent self‐regulated learners on comprehension and design outcomes. This study provides deep insights into teachers’ self‐regulation in CBLEs and emphasizes the pivotal role of metacognition and SRL in teachers’ TPACK development. Practitioner Notes What is already known about this topic Success in technology integration calls for teachers’ conceptual understanding of technological pedagogical content knowledge (TPACK). Teachers’ self‐regulated learning (SRL) ability mediates their TPACK development since metacognitive activities in the SRL process enable teachers to monitor and evaluate TPACK learning towards the sophisticated levels of TPACK. What this paper adds nBrowser, the computer‐based learning environment fosters teachers’ engagement in regulated TPACK development. Analysis of teachers’ lesson plans affords opportunities to identify teachers’ specific metacognitive processes in self‐regulated TPACK development. Latent profile analysis helps to understand the heterogeneity of teachers’ metacognitive processes and establish distinctive profiles regarding teachers’ self‐regulation. Teachers’ TPACK development differed significantly across distinctive SRL profiles. Implications for practice and/or policy Teacher educators should find ways to support teachers’ SRL ability in technology education. The identification of SRL profiles could contribute to designing metacognitive scaffolds in the specific domain of teachers’ technology education.
Cognition · Comprehension · Context (archaeology) · Educational technology · Mathematics education · Metacognition · Pedagogy · Self-regulated learning · Task (project management) · Technology integration · Computer Science · Education and Technology Integration · Engineering · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education
Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development
Exploring the relationships between learners’ social and cognitive presence patterns and peer support in digital social reading
Preservice teachers’ technological pedagogical content knowledge development
Fostering self-regulated learning using synchronous or asynchronous digital learning environments
Exploring teachers’ emotional experience in a TPACK development task
Revealing the regulation of learning strategies of Mooc retakers
Individual differences in preservice teachers’ online self-regulated learning capacity
The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies
Modeling student teachers’ self-regulated learning of complex professional knowledge
Self-regulated learning and technological integration competency
What Drives Metacognitive‐Identity Profiles for Primary School Teachers? A Latent Profile Analysis and Predictor Roles of Growth Mindset and Demographics
Preservice Teachers' Artificial Intelligence Competence
Improving Teaching at Scale
Quantifying Qualitative Analyses of Verbal Data
Technological Pedagogical Content Knowledge (TPACK)
Improving Measurements of Self-Regulated Learning
Analyzing Multimodal Multichannel Data about Self-Regulated Learning with Advanced Learning Technologies
A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
What is Technological Pedagogical Content Knowledge (TPACK)?
Measuring Self-Regulated Learning
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK
Becoming a self-regulated learner
Profiles in self-regulated learning in the online learning environment
Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?
Feedback and Self-Regulated Learning
The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments
Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge
The Role of Goal Orientation in Self-Regulated Learning
Technological Pedagogical Content Knowledge
Professional Development in Integrating Technology Into Teaching and Learning
Advancing teacher technology education using open-ended learning environments as research and training platforms
Becoming a Self-Regulated Learner
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |