This is the fourth session that I am blogging from the Association for Educational Technology and Communications 2016 annual convention.
Exploring Ways Online Teachers Teach Self-Regulated Learning Skills to Students in U.S. Online K-12 Schools
- In Event: DDL – Social Management & Engagement
Wed, Oct 19, 10:30 to 11:30am, Conf Ctr, Pavilion 10
Self-regulated learning (SRL) is one of the core characteristics of online students for successful learning experience. Given that SRL is teachable skill, little research has been conducted on how teachers teach SRL to their students in online K-12 schools. Teachers’ practices of developing their students’ self-regulated learning in U.S. online K-12 schools were examined through an online survey, one on one virtual interviews, and content analysis on their virtual classrooms.
- Yeol Huh, Emporia State University
- Dabae Lee, Sam Houston State University
There were some technical difficulties in getting the screen to show up for the first presenter, subsequently she went a bit over. When Yeol began, he started with some of the background to K-12 online learning – which he summarized as saying that K-12 distance and online learning was “not an option anymore.”
Yeol said he began be contacting iNACOL, which at the time had over 4600 members – of which more than 3320 of them were K-12 educators. His survey was sent to the teachers listserve, and based on their responses to his initial survey he decided which were the 25 “most effective” teachers – and he provided no sense as to how he defined or decided how these teachers were “most effective.” Six agreed to participate, so he interviewed those six teachers and then had them submit things from their course to support the perceptions they expressed in their interview. The research questions were as follows:
A summary of some of Yeol’s findings:
- the mean for the importance of self-regulated learning in online learning was 3.73 (on a Likert scale of 1-5)
- the mean for the importance of teaching students self-regulated learning in online learning was 4.47
- in terms of the frequency of teachers practices supporting self-regulated learning, using Pintrich’s instrument, and he found that motivation and context were areas that teachers supported self-regulated learning the least
- practices like helping students set their own goals, prompting students to solve their own issues, and institutional supports provided by the online schools (e.g., through policies or additional services)
- teachers wanted more personalized instructional elements to use with their online students, as well as to involve more stakeholders in the learning community (e.g., students, parents, mentors for the students, etc.)
I’ve been brief on the findings because they are VERY limited. Beyond the fact that it appears that Yeol selected “effective” teachers based on a totally random and internal rationale. Further, Yeol did not have access to the online teacher’s learning management systems, so he had to reply upon how often teachers talked about their practices during the interview and the examples that they teachers provided themselves. Essentially there was no independent way for the researcher to verify anything that the teachers said – assuming that they were effective teachers at all – AND there was no way to verify is the teachers’ perceptions actually resulted in greater levels of student self-regulation or increased student performance.
Basically, this is an interesting study of non-verified teacher perceptions with a small handful of selected online teachers focused on the researcher’s own esoteric research interests.