Samenvatting

Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.
Originele taal-2English
TitelThe 14th Asian Conference on Education
SubtitelOfficial Conference Proceedings
Plaats van productieNagoya
UitgeverijIAFOR
Pagina's1-17
Aantal pagina's17
ISBN van elektronische versieISSN: 2186-5892
StatusPublished - 2023
EvenementThe Asian Conference on Education - Tokyo, Japan
Duur: 28 nov 20222 dec 2022

Conference

ConferenceThe Asian Conference on Education
Verkorte titelACE
Land/RegioJapan
StadTokyo
Periode28/11/222/12/22

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  • IAFOR Scholarship

    de Pape, Alex (Recipient), 2022

    Prijs: Prize (including medals and awards)

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