The effects of different interventions on self-regulated learning of pre-service teachers in a blended academic course. (April 2022)

• Record Type: Journal Article
• Authors: Lu, Hong; Wang, Yue
• Is Part Of: Computers & education. Volume 180(2022)
• Publication Date: 2022-04
• Subjects: Self-regulated learning -- Blended learning -- Pre-warning system -- Learning diary -- Time series analysis; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2022.104444
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: Self-regulated learning (SRL), as one of the most crucial factors of students' academic performance, has received much concern in blended learning (BL), especially for pre-service teachers. Therefore, finding effective ways to improve pre-service teachers' SRL is of great importance. Ninety-five pre-service teachers participated in this study. We developed a learning diary and a training plus pre-warning system (TPS) based on a process model of SRL in BL. The objective was to investigate the effects of the learning diary and the TPS on fostering pre-service teachers' SRL skills in BL. The effects were evaluated by means of analysis of variance and time-series analyses. Results showed that the TPS improves more sub-skills of SRL than the learning diary. The present study suggests that the TPS generates an effective way to help pre-service teachers become self-regulated learners. Highlights: The different effects of the interventions were analyzed using multi-group ITSA. The learning diary is an appropriate instrument recording the learning process. The training plus pre-warning system is helpful for self-regulated learners.