Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds

2015 ◽  
Vol 32 (1) ◽  
pp. 77-93 ◽  
Author(s):  
J-W. Lin ◽  
Y-C. Lai ◽  
Y-C. Lai ◽  
L-C. Chang
Keyword(s):  
Group Awareness ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Peer Assistance

Video modeling examples are effective tools for self-regulated learning in physical education: Students learn through repeated viewing, self-talk, and mental rehearsal

2021 ◽  
pp. 1356336X2110463
Author(s):  
Omar Trabelsi ◽  
Adnene Gharbi ◽  
Mohamed Abdelkader Souissi ◽  
Nourhen Mezghanni ◽  
Mustapha Bouchiba ◽  
...  
Keyword(s):  
Physical Education ◽  
Learning Strategies ◽  
Motor Skills ◽  
Video Modeling ◽  
Mental Rehearsal ◽  
Self Regulated Learning ◽  
Skill Performance ◽  
Self Talk ◽  
Regulated Learning ◽  
Peer Assistance

This study aimed at assessing the impact of video modeling examples (VMEs) on secondary school students’ self-regulated learning experiences in gymnastics in original physical education (PE) settings. A total of 56 students (28 males and 28 females), aged 16–17, took part in a seven-week gymnastics learning unit for the purpose of acquiring new motor skills and knowledge using VMEs, in the absence of teacher and peer assistance. Repeated measurements were collected through gymnastics floor routines and a custom-designed written test. Semi-structured interviews were administered to explore students’ self-regulated learning strategies. The analysis of quantitative data revealed significant improvements in males’ skill performance (pre: 4.54  ±  2.42, post: 10.97  ±  3.25 points; p <  0.001) and knowledge (pre: 6.43  ±  2.26, post: 13.19  ±  3.09 points; p < 0.001), as well as females’ skill performance (pre: 2.64  ±  2.09, post: 8.96  ±  4.12 points; p < 0.001) and knowledge (pre: 6.14  ±  2.48, post: 10.97  ±  3.25 points; p < 0.001) after taking part in the practical intervention. Sex-based differences, in favor of the males, were only observed in knowledge outcomes (males: Δ (Δ%) = 6.76 (105.1%), females: Δ (Δ%) = 4.25 (69.2%); p < 0.05). Qualitative data analysis yielded three major learning strategies: repeated viewing and interpretation of VMEs, self-talk and mental rehearsal. In conclusion, VMEs were able to empower the participating students to acquire motor skills and knowledge in PE classes through activating different metacognitive learning strategies, and even without resorting to teacher/peer assistance. Data from this study could prompt PE teachers to incorporate VME-mediated self-regulated learning methods into their teaching practices for better classroom management and for improving their students’ metacognition.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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