Developing Students’ Self-regulated Learning Skills with Teacher Classroom Analytics Enhancing Teachers’ Direct Instruction of Self-regulated Learning Strategies

Abstract

Developing self-regulated learning (SRL) skills is crucial for students. They develop these skills as early as during the primary school years. Nonetheless, previous research indicates that students struggle with monitoring and controlling their learning. Teachers play a substantial role in developing SRL. Young students benefit from direct instruction in SRL strategies. However, for teachers monitoring students' SRL and providing appropriate and timely support are challenging tasks. Adaptive learning technologies (ALTs) are widely used in educational settings to support math learning. Although ALTs externally regulate the learning process by adapting the difficulty of problems, students are still responsible for choosing the appropriate level of effort, monitoring their accuracy, and setting learning goals. Teacher dashboards visualizing the learning process on ALTs may provide teachers with information on the learners’ progress which might help them monitor students’ SRL processes effectively. However, most dashboards do not provide information on SRL and target teachers' instruction. Thus, we aim to develop a teacher dashboard that provides visualized information on classroom-level SRL to facilitate teachers’ instruction of SRL strategies. Subsequently, we will investigate whether this classroom-level teacher dashboard enhances teachers’ instruction of SRL strategies, which may increase the SRL skills of primary school students during math learning.