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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-2 | English |
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Titel | The 14th Asian Conference on Education |
Subtitel | Official Conference Proceedings |
Plaats van productie | Nagoya |
Uitgeverij | IAFOR |
Pagina's | 1-17 |
Aantal pagina's | 17 |
ISBN van elektronische versie | ISSN: 2186-5892 |
Status | Published - 2023 |
Evenement | The Asian Conference on Education - Tokyo, Japan Duur: 28 nov 2022 → 2 dec 2022 |
Conference
Conference | The Asian Conference on Education |
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Verkorte titel | ACE |
Land/Regio | Japan |
Stad | Tokyo |
Periode | 28/11/22 → 2/12/22 |
Vingerafdruk
Duik in de onderzoeksthema's van 'Professionalization on the Go: A Latent Profile Analysis in Self-Regulated Learning of Flemish Teachers in a Mobile Learning Environment'. Samen vormen ze een unieke vingerafdruk.Activiteiten
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Professionalization on the Go: A Latent Profile Analysis in Self-regulated Learning of Flemish Teachers in a Mobile Learning Environment
Alex de Pape (Speaker) & Koen Lombaerts (Contributor)
30 nov 2022Activiteit: Talk or presentation at a conference