Research Article
Yeol Huh, Dabae Lee, Charles Reigeluth
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep523
ABSTRACT
Studies have indicated that self-regulated learning is critical for 21st century learners and lifelong learners, and it can also explain students’ learning outcomes. In the current learner-centered instruction, especially in online learning environments, self-regulated learning has become a more critical element for students’ success. Given the previous findings that self-regulated learning is teachable, this study attempted to examine what kinds of supports teachers at U.S. K-12 online schools provided to their students to develop self-regulated learning skills and how teachers provided those supports. The roles of technology in such teachers’ practices were also examined. The results showed that teachers provided students with more direct guidance instead of helping them understand and develop self-regulated learning by themselves. Implications for practices to support the development of students’ self-regulated learning, such as personalization, learning community, and balance between teacher-regulated learning and self-regulated learning were discussed.
Keywords: K-12 online, self-regulated learning, teacher support
Research Article
Kate Tzu-Ching Chen
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep506
ABSTRACT
This study assessed the readiness and perceptions of 215 secondary school teachers in Taiwan regarding distance English as a foreign language (EFL) learning. Data collection encompassed survey questionnaires, which were refined based on a pilot study. The responses underwent analysis using descriptive statistics, one-way ANOVA, and the Pearson correlation coefficient in the most recent iteration of SPSS. In addition, content analysis was conducted on follow-up interviews. The findings indicated a noteworthy degree of readiness among teachers for distance EFL learning, nonetheless the challenges arising from the abrupt transition to distance education during the COVID-19 pandemic. While teachers exhibited confidence in their ability to navigate EFL distance learning, they also accentuated the necessity for specialized training and institutional support to effectively manage its demands. Despite their preference for traditional in-person classes, teachers acknowledged the importance of ongoing support and training to enhance the quality of instruction in digital EFL learning contexts, emphasizing the need for continuous development in this newly developed teaching trend to align with evolving educational landscapes.
Keywords: distance education and online learning, K-12 education, computer-assisted language learning, English teaching
Research Article
Tufan Adiguzel, Mehmet Haldun Kaya, Mehmet Akin Bulut, Sinem Emine Mete, Yesim Nalkesen-Akin
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep417
ABSTRACT
For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.
Keywords: cognitive presence, professional development, K-12, learning community, practical inquiry model