Affiliation:
1. Oranim Academic College of Education, Israel
Abstract
The study aimed at exposing expressions of metacognitive knowledge and self-regulation among in-service teachers taking an online course, examining the changes they applied in the tasks they developed in the course and characterizing their perceptions regarding the online course design principles. Teachers' blogs were analyzed inductively, based on a metacognition and self-regulation rubric developed in this study, as well as on design principles for online learning environments. The findings indicate increased expressions of knowledge of the task, people, and strategies. However, obstacles regarding time management were mentioned. Teachers' perceptions analysis indicates that learning from and with peers, course organization, and making thinking visible were the most significant principles promoting their learning. It seems that the online course offered the teachers a constructive, supportive learning environment, enabling them to express their metacognition and self-regulation skills, as well as the insights they will consider when designing tasks in the future.
Cited by
1 articles.
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