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Teacher supports and technology needs to develop students' self-regulated learning at U.S. K-12 online schools.

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Title: Teacher supports and technology needs to develop students' self-regulated learning at U.S. K-12 online schools.
Authors: Yeol Huh1 yeolhuh@gmail.com, Dabae Lee1, Reigeluth, Charles M.2
Source: Contemporary Educational Technology. Jul2024, Vol. 16 Issue 3, p1-17. 17p.
Subject Terms: *Self-regulated learning, *Teacher role, *Online education, *Educational outcomes, *Learning communities
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. [ABSTRACT FROM AUTHOR]
Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teacher supports and technology needs to develop students' self-regulated learning at U.S. K-12 online schools.
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  Data: <searchLink fieldCode="AR" term="%22Yeol+Huh%22">Yeol Huh</searchLink><relatesTo>1</relatesTo><i> yeolhuh@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Dabae+Lee%22">Dabae Lee</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Reigeluth%2C+Charles+M%2E%22">Reigeluth, Charles M.</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Technology%22">Contemporary Educational Technology</searchLink>. Jul2024, Vol. 16 Issue 3, p1-17. 17p.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jul2024
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