Cultivating Teachers'/Students' Self-Regulation With Immersive Experiences: Do Simulative Environments Contribute to Transfer Across Domains?

• In Event: Educator Experiences With Self-Regulated Learning

Abstract

As part of self-regulated learning (SRL) functions, teachers should support active independent students in a learner-focused environment that encourages metacognitive knowledge construction and transfer across domains. The current study addresses this need among language and math teachers (N = 57) and their students (N = 1096; aged 8-10) as core educational subjects.
A unique immersive program is suggested based on simulations with real actors to cultivate teachers' SRL knowledge and practice to affect students’ achievements and transfer between domains. Findings indicated that teachers' metacognitive and knowledge construction practices have increased following intervention for both language and math subjects. HLM analysis indicated a nested effect of the increase in students' math achievements.

Authors

• Bracha Kramarski, Bar-Ilan University

• Orna Heaysman, Bar-Ilan University