Teacher Training Effectiveness in Self-Regulation in Virtual Environments

Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need...

Descripción completa

Detalles Bibliográficos
Autores: Sáiz Manzanares, María Consuelo, Almeida, Leandro, Martín Antón, Luis Jorge, Carbonero Martín, Miguel Ángel, Valdivieso Burón, Juan A.
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universidad de Burgos (UBU)
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/8955
Acceso en línea:http://hdl.handle.net/10259/8955
Access Level:acceso abierto
Palabra clave:Self-regulated learning
Gamification
Learning management systems
Virtual environments
Teacher Training
Higher Education
Enseñanza superior
Psicología
Tecnología
Education, Higher
Psychology
Technology
id ES_b2458019edebcd7dcc8f7b08a6b7d3ef
oai_identifier_str oai:riubu.ubu.es:10259/8955
network_acronym_str ES
network_name_str España
repository_id_str
spelling Teacher Training Effectiveness in Self-Regulation in Virtual EnvironmentsSáiz Manzanares, María ConsueloAlmeida, LeandroMartín Antón, Luis JorgeCarbonero Martín, Miguel ÁngelValdivieso Burón, Juan A.Self-regulated learningGamificationLearning management systemsVirtual environmentsTeacher TrainingHigher EducationEnseñanza superiorPsicologíaTecnologíaEducation, HigherPsychologyTechnologyHigher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and instructional design aimed at promoting the development of self-regulated learning (SRL) and automatic feedback systems. In this study, work was carried out with 23 teachers (8 inexperienced and 15 experienced teachers) in a training programme conducted through Moodle. The aims were: (1) to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, (2) to determine whether clusters of behaviour patterns corresponded to the type of teacher and (3) to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments.This work was funded through the European “Self-Regulated Learning in SmartArt” Project 2019-1-ES01-KA204-065615.Frontiers Media202420242022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10259/8955reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésFrontiers in Psychology. 2022, V. 13, 776806https://doi.org/10.3389/fpsyg.2022.776806Atribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/89552026-05-28T07:56:11Z
dc.title.none.fl_str_mv Teacher Training Effectiveness in Self-Regulation in Virtual Environments
title Teacher Training Effectiveness in Self-Regulation in Virtual Environments
spellingShingle Teacher Training Effectiveness in Self-Regulation in Virtual Environments
Sáiz Manzanares, María Consuelo
Self-regulated learning
Gamification
Learning management systems
Virtual environments
Teacher Training
Higher Education
Enseñanza superior
Psicología
Tecnología
Education, Higher
Psychology
Technology
title_short Teacher Training Effectiveness in Self-Regulation in Virtual Environments
title_full Teacher Training Effectiveness in Self-Regulation in Virtual Environments
title_fullStr Teacher Training Effectiveness in Self-Regulation in Virtual Environments
title_full_unstemmed Teacher Training Effectiveness in Self-Regulation in Virtual Environments
title_sort Teacher Training Effectiveness in Self-Regulation in Virtual Environments
dc.creator.none.fl_str_mv Sáiz Manzanares, María Consuelo
Almeida, Leandro
Martín Antón, Luis Jorge
Carbonero Martín, Miguel Ángel
Valdivieso Burón, Juan A.
author Sáiz Manzanares, María Consuelo
author_facet Sáiz Manzanares, María Consuelo
Almeida, Leandro
Martín Antón, Luis Jorge
Carbonero Martín, Miguel Ángel
Valdivieso Burón, Juan A.
author_role author
author2 Almeida, Leandro
Martín Antón, Luis Jorge
Carbonero Martín, Miguel Ángel
Valdivieso Burón, Juan A.
author2_role author
author
author
author
dc.subject.none.fl_str_mv Self-regulated learning
Gamification
Learning management systems
Virtual environments
Teacher Training
Higher Education
Enseñanza superior
Psicología
Tecnología
Education, Higher
Psychology
Technology
topic Self-regulated learning
Gamification
Learning management systems
Virtual environments
Teacher Training
Higher Education
Enseñanza superior
Psicología
Tecnología
Education, Higher
Psychology
Technology
description Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and instructional design aimed at promoting the development of self-regulated learning (SRL) and automatic feedback systems. In this study, work was carried out with 23 teachers (8 inexperienced and 15 experienced teachers) in a training programme conducted through Moodle. The aims were: (1) to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, (2) to determine whether clusters of behaviour patterns corresponded to the type of teacher and (3) to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments.
publishDate 2022
dc.date.none.fl_str_mv 2022
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/8955
url http://hdl.handle.net/10259/8955
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Frontiers in Psychology. 2022, V. 13, 776806
https://doi.org/10.3389/fpsyg.2022.776806
dc.rights.none.fl_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869417040615309312
score 15,300724

Similares en LA Referencia