Academic Journal
Fostering self-regulated learning using synchronous or asynchronous digital learning environments: a latent profile analysis of pre-service teachers’ individual differences
| العنوان: | Fostering self-regulated learning using synchronous or asynchronous digital learning environments: a latent profile analysis of pre-service teachers’ individual differences |
|---|---|
| المؤلفون: | Nathalie Barz, Manuela Benick, Laura Dörrenbächer-Ulrich, Franziska Perels |
| المصدر: | Frontiers in Education, Vol 9 (2024) |
| بيانات النشر: | Frontiers Media S.A., 2024. |
| سنة النشر: | 2024 |
| المجموعة: | LCC:Education (General) |
| مصطلحات موضوعية: | digital learning environment, self-regulated learning, teacher education, synchronous learning, asynchronous learning, Education (General), L7-991 |
| الوصف: | 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. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 2504-284X |
| Relation: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1445182/full; https://doaj.org/toc/2504-284X |
| DOI: | 10.3389/feduc.2024.1445182 |
| URL الوصول: | https://doaj.org/article/3e5061bdf9114c4fac268cd7dfb36ab0 |
| رقم الانضمام: | edsdoj.3e5061bdf9114c4fac268cd7dfb36ab0 |
| قاعدة البيانات: | Directory of Open Access Journals |
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