Teaching Practices of Supporting Self-Regulated Learning in Online Environment
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https://doi.org/10.5281/zenodo.7881791Keywords:
Self-regulated learning, online learning, teaching applicationsAbstract
The aim of this study was to explore the teaching practices that teachers use to support students’ self-regulated learning in the online environment. The study group of the research, which was designed as a case study from qualitative research approaches, is 33 teachers from different subjects who are working in secondary and high schools in Eskişehir. The data collected through the online questionnaire and analyzed using the descriptive analysis technique. Teaching practices carried out by the participants to support self-regulated learning are: cognitive strategies, metacognitive strategies, motivational strategies and resource management strategies. While teachers support the use of cognitive strategies by making more repetitions and research assignments, they encourage the use of metacognitive strategies by associating the lesson with daily and professional life, giving different types of feedback and self-assessment. They support students’ motivational strategies by organizing activities that require active participation, assigning tasks, sending notifications, and rewarding. Giving information about time management and the organization of the working environment, conducting individual interviews, and having group work are the prominent teaching practices in encouraging the use of resource management strategies.
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