The effects of self-regulated learning training on teachers' self-regulated learning, self-efficacy for teaching, and perceived instructional effectiveness in computer-supported collaborative learning environments

Abstract

The effects of training on teachers' self-regulated learning (SRL), self-efficacy for teaching, and perceived instructional effectiveness in computer-supported collaborative learning (CSCL) environments were investigated Participants were 80 K-12 teachers who had recently transitioned to teaching in a CSCL environment when schools closed in response to the COVID-19 pandemic The researcher also explored how teachers use SRL skills in their learning and instruction Training consisted of weekly collaborative meetings addressing pedagogy and technology connections Participants in the treatment group received explicit training in SRL and practice applying concepts to their learning and instruction Participants in both group conditions engaged in activities fostering reflection, goal setting, planning, monitoring, and motivation for learning and teaching in a CSCL environment The quantitative results revealed no group differences between teachers' SRL, self-efficacy for teaching, and perceived instructional effectiveness in CSCL However, analyses of follow-up interviews and participants' weekly reflections throughout the training intervention showed teachers in the treatment group more frequently and with greater specificity described their SRL skills by comparison to the teachers who did not receive explicit SRL training during instructional coaching These findings suggest training in SRL in CSCL environments likely contributes to teachers' professional knowledge and skills as instructors in CSCL environments Additionally, the granularity of measures likely impacts detection of SRL, self-efficacy for teaching, and perceived instructional effectiveness in CSCL environments (PsycInfo Database Record (c) 2021 APA, all rights reserved)