Promoting teachers' in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video

Orna Heaysman, Bracha Kramarski

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Self-regulated learning (SRL) is essential for independent active learners. Despite its importance, supporting students' SRL is often challenging for teachers who lack the necessary knowledge and skills for in-class SRL practices. Hence, there is a need to support teachers' SRL: both as learners—how to self-regulate their own learning, and as teachers—how to use practices to support students' SRL. This study proposes an innovative instructional model empowered by “Authentic Interactive Dynamic Experiences” (“AIDE”) oriented to SRL and called the SRL–AIDE model. To examine the effectiveness of the model, we designed a professional development program based on the SRL–AIDE model, called the SRL–AIDE program. It involved explicit exposure to SRL theory, beliefs in independent learning as enhancing SRL, and immersive experiences including video-based learning and simulations with live actors to stimulate motivation for SRL classroom implementation. The model’s effectiveness was evaluated using authentic methods. Seventy-six teachers participated in either the SRL–AIDE program (experimental group) or a control program focused on effective learning principles. The results indicated a shift in beliefs toward independent learning as a core behavior in enhancing SRL, and a highly significant and systematic increase among the experimental group in the lesson plan, performance, and reflection (on the performed lesson) as phases in the teaching relating to the SRL cycle, including cognitive, metacognitive, and independent learning strategies. The improvements of the SRL practices were apparent in two measurement types: explicitness level and duration. Implications for class instruction, teachers’ professional development oriented toward students’ outcomes, and authentic evaluation are discussed.

Original languageEnglish
Pages (from-to)829-861
Number of pages33
JournalInstructional Science
Issue number6
StatePublished - Dec 2022

Bibliographical note

Funding Information:
The funded was provided by Israel science foundation (Grant No: 841/17), Bar-Ilan University, This paper was written as part of a PhD dissertation that was submitted to The Faculty of Education, Bar Ilan University, under the supervision of Prof. Bracha Kramarski, was approved on 23.05.2022.

Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.


  • Authentic Interactive Dynamic Experiences
  • Authentic evaluation
  • Independent learning
  • Instructional model
  • SRL practices
  • Self-regulated learning
  • Simulations
  • Video-based learning


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