Effects of Self-Regulated Learning (SRL) Training on Teachers' SRL, Self-Efficacy, and Perceived Instructional Effectiveness in Computer-Supported Collaborative Learning Environments

• In Event: Identifying, Developing, and Sustaining Learning Environments

Abstract

We investigated of the effects of training on teachers’ self-regulated learning (SRL), self-efficacy for teaching, and perceived instructional effectiveness computer-supported collaborative learning (CSCL) environments with 80 K-12 teachers who had recently transitioned to teaching in a CSCL environment as a result of COVID-19. We also explored how teachers use SRL skills in their learning and instruction. Analyses of teachers’ self-reported SRL skills, self-efficacy for teaching, and perceived instructional effectiveness revealed training statistically significantly impacted teachers’ SRL, self-efficacy for teaching, and perceived instructional effectiveness. Analyses of interviews and weekly reflections showed teachers in the treatment group frequently and specifically described their SRL skills. These findings suggest training in CSCL pedagogy and SRL skills likely contributes to teachers’ professional development in CSCL.

Authors

• Melissa Quackenbush, Old Dominion University

• Linda Bol, Old Dominion University

• Timothy J. Cleary, Rutgers University

• Joanna K. Garner, The Center for Educational Partnerships

• Tony Perez, Old Dominion University