Who are they and what do they need? Narrative identities of student teachers studying in personal learning environments
| Autoři | |
|---|---|
| Rok publikování | 2024 |
| Druh | Konferenční abstrakty |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | The paper reveals the learning process of university students, future teachers, which takes place in specific conditions - in the environment of an e-learning semestral course (i.e. distance learning), designed so that the student can be as independent as possible from the lecturer's instructions and can take some control over his/her learning process. There are numerous factors that influence the ability of university students to regulate their learning in an online environment - intrinsic motivation, course design, time management skills, metacognitive self-regulation skills, or technological self-efcacy (Eom & Ashill, 2016; Landrum, 2020; Nonthamand & Suaklay, 2021). The theoretical concept defining the environment that should support self- regulated learning is called the personal learning environment (PLE). Through it, one of the components of learning that has a significant impact on academic achievement, called self-regulated learning, can be encouraged. Self-regulated learning (SRL) is a process in which students are actively involved in their own learning (Zimmerman, 2002). It incorporates planning, setting goals, monitoring their progress, adjusting strategies based on feedback and self-evaluation. Our objective was to explore the identity of the students in depth. We carried out 8 in-depth semi-structured interviews in the context of the qualitative research. The research sample consisted of student teachers from the Masaryk University, studying 1st to 5th year. The results suggest that the ability to individualise study content and deadlines increases student satisfaction. At the same time, however, it also shows that there are students who are not comfortable with the study freedom and the low degree of control. These students are more prone to dropping out or failing the course. The research contributes to understanding what students themselves consider important in guiding their learning in the online environment. |