Empirical evidence indicates that, as a result of teachers' belief systems and the absence of self-regulated learning (SRL) development for teaching practice, teachers are challenged by the adoption of SRL in learning and teaching. This study explored a support program for SRL through quasi-experimental design to encourage aspects of SRL (planning, monitoring, evaluation) stimulated in a unique immersive simulation learning environment. Participants were 72 primary school teachers assigned to experimental or control groups. Results show that the teachers from the experimental group have shifted their beliefs towards autonomous learning and used more SRL in lesson planning and teaching reflections.
|Title of host publication||Proceedings of 2021 7th International Conference of the Immersive Learning Research Network, iLRN 2021|
|Editors||Daphne Economou, Anasol Pena-Rios, Andreas Dengel, Heather Dodds, Markos Mentzelopoulos, Alexander Klippel, Kai Erenli, Mark J. W. Lee, Jonathon Richter|
|Publisher||Institute of Electrical and Electronics Engineers Inc.|
|State||Published - 17 May 2021|
|Event||7th International Conference of the Immersive Learning Research Network, iLRN 2021 - Virtual, Online|
Duration: 17 May 2021 → 10 Jun 2021
|Name||Proceedings of 2021 7th International Conference of the Immersive Learning Research Network, iLRN 2021|
|Conference||7th International Conference of the Immersive Learning Research Network, iLRN 2021|
|Period||17/05/21 → 10/06/21|
Bibliographical noteFunding Information:
ACKNOWLEDGMENT This research was supported by Israel Science Foundation [grant No. 841/17].
© 2021 Immersive Learning Research Network.
- interactive-dynamic experience
- professional development
- self-regulated learning
- video-based learning