Online K-12 Teachers’ Perceptions and Practices of Supporting Self-Regulated Learning

Yeol Huh, Charles M. Reigeluth

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

With growing interest in and popularity of online learning and lifelong learners, students’ ability to be engaged in self-regulated learning (SRL) has become more important. Moreover, online learning is becoming an important feature of K-12 education. Although SRL is known to be important and teachable, little research has been conducted on teachers’ practices and perceptions of SRL. Survey responses of 112 teachers who were teaching at K-12 online schools in the United States revealed that they perceived the importance of both their students’ SRL and their own responsibility for teaching SRL to their students. However, the survey also showed that their practices for supporting SRL had a narrow focus concentrating on conventional teaching, which may have prevented their students from developing the full range of SRL abilities. Possible solutions, limitations, and implication of the study were also discussed.

Original languageEnglish
Pages (from-to)1129-1153
Number of pages25
JournalJournal of Educational Computing Research
Volume55
Issue number8
DOIs
StatePublished - 1 Jan 2018

Keywords

  • K-12
  • online learning
  • self-regulated learning
  • teacher practice

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