Zhao Yan, Li Yu, Sun Zhong Hua, Jiang Qiang, Zhao Shuang
School of Education, Changchun Normal University, Changchun, China.
School of Information Science and Technology, Northeast Normal University, Changchun, China.
Front Psychol. 2024 Oct 14;15:1463287. doi: 10.3389/fpsyg.2024.1463287. eCollection 2024.
Online self-regulated learning (OSRL) is crucial for online learners' success and lifelong learning. This study investigated the OSRL characteristics of K-12 teachers in China, who embody the dual roles of learners and educators. It also analyzed the differences in OSRL abilities across different genders, education stages, and school locations, and examined the correlation between education qualifications, years of service, and OSRL abilities.
A self-report measure was used to assess K-12 teachers' OSRL, with data collected from 1,443 K-12 teachers (394 males and 1,049 females) in northeastern China. Descriptive statistical analysis was utilized to explore the characteristics of their OSRL. Independent -tests and ANOVA were employed to investigate differences in OSRL among different genders, regions, and educational stages. Correlation analysis was conducted to examine the relationships between education qualifications, years of service, and OSRL among K-12 teachers.
The data analysis revealed that K-12 teachers scored the lowest in Online Learning Self-Efficacy (OLSE), followed by Online Learning Management Strategies (OLMS), and then Online Learning Resource Management (OLRM). Notably, urban K-12 teachers exhibited higher OLSE abilities than their rural counterparts, while high school teachers scored higher in OLSE and OLMS compared to primary school teachers. Furthermore, a positive correlation was observed between education qualifications and K-12 teachers' OLSE, whereas a negative correlation was identified between years of service and K-12 teachers' OLSE.
The findings reveal an uneven development across various dimensions of online self-regulated learning among K-12 teachers, necessitating support for the advancement of OLSE, OLMS, and OLRM. Particular attention should be given to the OLSE of teachers with longer teaching years and rural teachers. Encouraging K-12 teachers with lower education qualifications to pursue further education is also recommended. This study provides evidence and a novel perspective for teacher educators to develop online professional development programs, which is significant for optimizing online learning experiences and enhancing educational outcomes.
在线自主学习对在线学习者的成功和终身学习至关重要。本研究调查了中国中小学教师的在线自主学习特征，他们兼具学习者和教育者的双重角色。研究还分析了不同性别、教育阶段和学校所在地的教师在在线自主学习能力上的差异，并考察了学历、教龄与在线自主学习能力之间的相关性。
采用自陈式量表评估中小学教师的在线自主学习情况，数据收集自中国东北地区的1443名中小学教师（394名男性和1049名女性）。运用描述性统计分析来探究他们在线自主学习的特征。采用独立样本t检验和方差分析来研究不同性别、地区和教育阶段的教师在在线自主学习方面的差异。进行相关性分析以考察中小学教师的学历、教龄与在线自主学习之间的关系。
数据分析显示，中小学教师在在线学习自我效能感方面得分最低，其次是在线学习管理策略，然后是在线学习资源管理。值得注意的是，城市中小学教师的在线学习自我效能感能力高于农村教师，而高中教师在在线学习自我效能感和在线学习管理策略方面的得分高于小学教师。此外，学历与中小学教师的在线学习自我效能感呈正相关，而教龄与中小学教师的在线学习自我效能感呈负相关。
研究结果揭示了中小学教师在线自主学习各维度发展不均衡，需要支持以提升在线学习自我效能感、在线学习管理策略和在线学习资源管理。应特别关注教龄较长的教师和农村教师的在线学习自我效能感。还建议鼓励学历较低的中小学教师继续深造。本研究为教师教育者开发在线专业发展项目提供了证据和新视角，这对于优化在线学习体验和提高教育成果具有重要意义。
