Skip to main content

ORIGINAL RESEARCH article

Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1445182
This article is part of the Research Topic Fostering self-regulated learning View all 15 articles

Fostering Self-Regulated Learning Using Synchronous or Asynchronous Digital Learning Environments: A Latent Profile Analysis of Pre-Service Teachers' Individual Differences

Provisionally accepted
Nathalie Barz Nathalie Barz *Manuela Benick Manuela Benick Laura Dörrenbächer-Ulrich Laura Dörrenbächer-Ulrich Franziska Perels Franziska Perels
  • Saarland University, Saarbrücken, Germany

The final, formatted version of the article will be published soon.

    Self-regulated learning (SRL) is positively associated with improved learning achievements during all educational phases. Despite playing an important role in conveying SRL strategies to their students, pre-service often lack knowledge about SRL and imparting it. Therefore, addressing SRL and teaching SRL strategies to students seems relevant to pre-service teacher training. The present study aims to analyze pre-service teachers' SRL profiles in asynchronous and synchronous digital learning environments. and compares their influence on training effectiveness. As part of a pre-post design, a total of N = 141 pre-service teachers participated in the study, and questionnaires on SRL strategy use and an SRL knowledge test were used. A latent profile analysis indicated a three-class solution (low, moderate, high SRL), revealing significant differences regarding SRL strategy use but not for SRL knowledge. These findings enable a person-centered approach to develop digital learning environments and provide insight into specific learner behavior.

    Keywords: digital learning environment, self-regulated learning, Teacher Education, Synchronous learning, asynchronous learning

    Received: 06 Jun 2024; Accepted: 28 Nov 2024.

    Copyright: © 2024 Barz, Benick, Dörrenbächer-Ulrich and Perels. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Nathalie Barz, Saarland University, Saarbrücken, Germany

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.