Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid Learning
The lack of autonomy of university students is a current problem in higher education, being considered a skill that students must acquire. To meet the objectives of higher education, students, especially those enrolled in bachelor’s degree programmes, must be assisted in achieving a greater capacity...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Ubiquity Press
2022-09-01
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| Series: | Journal of Interactive Media in Education |
| Subjects: | |
| Online Access: | https://jime.open.ac.uk/articles/745 |
| _version_ | 1828105485851557888 |
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| author | Marta Martín-del-Pozo Inmaculada Martín-Sánchez |
| author_facet | Marta Martín-del-Pozo Inmaculada Martín-Sánchez |
| author_sort | Marta Martín-del-Pozo |
| collection | DOAJ |
| description | The lack of autonomy of university students is a current problem in higher education, being considered a skill that students must acquire. To meet the objectives of higher education, students, especially those enrolled in bachelor’s degree programmes, must be assisted in achieving a greater capacity for self-regulation, for which teachers must find an effective balance between guidance and self-regulated learning. We worked with 39 undergraduate students of the Bachelor’s Degree in Early Childhood Education programme at the University of Salamanca (Spain) who were enrolled in a subject about school organisation, in the context of a hybrid learning mode due to the COVID-19 crisis. The pre-service teachers measured their progress weekly and self-assessed their performance in implementing the subject group work using a digitised rating scale through a questionnaire. The results showed that the students who best self-regulated their learning were more realistic in their self-assessment of their work, although they were not the highest achievers in some cases in terms of the final assessment of the assignment. In addition, the students valued the experience as positive, noting particularly that using the digital questionnaire to reflect on the quality of their work had helped them to improve the final assignment. Based on the results, teachers in the university where the study was implemented are considering continuing this practice and even applying it to other subjects, such as the Final Degree Project, where students have a more autonomous role in their learning and where good self-regulation can have very positive results. |
| first_indexed | 2024-04-11T10:04:04Z |
| format | Article |
| id | doaj.art-7e714e3a94da41979005be9d5e77f6a3 |
| institution | Directory Open Access Journal |
| issn | 1365-893X |
| language | English |
| last_indexed | 2024-04-11T10:04:04Z |
| publishDate | 2022-09-01 |
| publisher | Ubiquity Press |
| record_format | Article |
| series | Journal of Interactive Media in Education |
| spelling | doaj.art-7e714e3a94da41979005be9d5e77f6a32022-12-22T04:30:17ZengUbiquity PressJournal of Interactive Media in Education1365-893X2022-09-012022110.5334/jime.745439Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid LearningMarta Martín-del-Pozo0Inmaculada Martín-Sánchez1Universidad de SalamancaUniversidad de SalamancaThe lack of autonomy of university students is a current problem in higher education, being considered a skill that students must acquire. To meet the objectives of higher education, students, especially those enrolled in bachelor’s degree programmes, must be assisted in achieving a greater capacity for self-regulation, for which teachers must find an effective balance between guidance and self-regulated learning. We worked with 39 undergraduate students of the Bachelor’s Degree in Early Childhood Education programme at the University of Salamanca (Spain) who were enrolled in a subject about school organisation, in the context of a hybrid learning mode due to the COVID-19 crisis. The pre-service teachers measured their progress weekly and self-assessed their performance in implementing the subject group work using a digitised rating scale through a questionnaire. The results showed that the students who best self-regulated their learning were more realistic in their self-assessment of their work, although they were not the highest achievers in some cases in terms of the final assessment of the assignment. In addition, the students valued the experience as positive, noting particularly that using the digital questionnaire to reflect on the quality of their work had helped them to improve the final assignment. Based on the results, teachers in the university where the study was implemented are considering continuing this practice and even applying it to other subjects, such as the Final Degree Project, where students have a more autonomous role in their learning and where good self-regulation can have very positive results.https://jime.open.ac.uk/articles/745self-regulated learningself-assessmentpre-service teachershigher educationteacher training |
| spellingShingle | Marta Martín-del-Pozo Inmaculada Martín-Sánchez Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid Learning Journal of Interactive Media in Education self-regulated learning self-assessment pre-service teachers higher education teacher training |
| title | Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid Learning |
| title_full | Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid Learning |
| title_fullStr | Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid Learning |
| title_full_unstemmed | Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid Learning |
| title_short | Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid Learning |
| title_sort | self assessment and pre service teachers self regulated learning in a school organisation course in hybrid learning |
| topic | self-regulated learning self-assessment pre-service teachers higher education teacher training |
| url | https://jime.open.ac.uk/articles/745 |
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