TY - GEN
T1 - Video-Assisted Self-Regulated Learning (SRL) Training
T2 - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022
AU - Cohen, Guy
AU - Assi, Afrah
AU - Cohen, Anat
AU - Bronshtein, Alla
AU - Glick, Danny
AU - Gabbay, Hagit
AU - Ezra, Orit
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2022
Y1 - 2022
N2 - The COVID-19 crisis emphasizes the importance of Self-Regulated Learning (SRL), one of today’s most valuable skills, with which learners set their learning goals, monitor and control their cognition, motivation, and behavior, and reflect upon them. In the current experimental study, an intervention program based on short online interactive videos was developed to promote SRL skills. This paper presents the impact of the intervention on students’ use of SRL skills and grades. It also explores four key pedagogical processes (teacher-student relationships, collaboration, autonomy, and feedback) as mediators for SRL strategies use and grades. The experimental and control groups were randomly assigned (N = 290 students, 18 classes, grades 7–12). Each teacher taught the same subject in two classes for a month, an amount of time that allows intervention to take effect. One of the classes participated in the video-based intervention program (experimental group), whereas the other performed all activities but did not have access to the videos (control group). Data was collected through an SRL and pedagogies usage questionnaire, SRL video prompts, and knowledge tests and was analyzed using the quantitative method. In addition to the theoretical contribution, a practical tool has been developed for educators who wish to employ online SRL training.
AB - The COVID-19 crisis emphasizes the importance of Self-Regulated Learning (SRL), one of today’s most valuable skills, with which learners set their learning goals, monitor and control their cognition, motivation, and behavior, and reflect upon them. In the current experimental study, an intervention program based on short online interactive videos was developed to promote SRL skills. This paper presents the impact of the intervention on students’ use of SRL skills and grades. It also explores four key pedagogical processes (teacher-student relationships, collaboration, autonomy, and feedback) as mediators for SRL strategies use and grades. The experimental and control groups were randomly assigned (N = 290 students, 18 classes, grades 7–12). Each teacher taught the same subject in two classes for a month, an amount of time that allows intervention to take effect. One of the classes participated in the video-based intervention program (experimental group), whereas the other performed all activities but did not have access to the videos (control group). Data was collected through an SRL and pedagogies usage questionnaire, SRL video prompts, and knowledge tests and was analyzed using the quantitative method. In addition to the theoretical contribution, a practical tool has been developed for educators who wish to employ online SRL training.
KW - COVID-19
KW - ERT - Emergency remote teaching
KW - SRL - Self-Regulated Learning
KW - SRL intervention program
KW - Video-assisted learning
UR - http://www.scopus.com/inward/record.url?scp=85138000876&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-16290-9_5
DO - 10.1007/978-3-031-16290-9_5
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AN - SCOPUS:85138000876
SN - 9783031162893
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 59
EP - 73
BT - Educating for a New Future
A2 - Hilliger, Isabel
A2 - Muñoz-Merino, Pedro J.
A2 - De Laet, Tinne
A2 - Ortega-Arranz, Alejandro
A2 - Farrell, Tracie
PB - Springer Science and Business Media Deutschland GmbH
Y2 - 12 September 2022 through 16 September 2022
ER -