عنوان

Using Reflection Wrappers as a Self-Regulated Learning Tool to Improve Saudi Arabian Pre-service Teachers' Metacognition

Number

TLpq2272840936

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Using Reflection Wrappers as a Self-Regulated Learning Tool to Improve Saudi Arabian Pre-service Teachers' Metacognition

General Material Designation

[Thesis]

First Statement of Responsibility

Bin Jwair, Amani Abdullah

Subsequent Statement of Responsibility

Fadde, Peter

Name of Publisher, Distributor, etc.

Southern Illinois University at Carbondale

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

177

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Southern Illinois University at Carbondale

Text preceding or following the note

2019

Text of Note

Students in Saudi Arabia need opportunities to develop higher-order thinking and problem-solving skills, but teachers typically rely upon knowledge transmission in face-to-face teaching. Flipped learning (FL), which integrates the features of online and face-to-face learning, has demonstrated potential for increasing higher-level learning. However, learners may not be able to manage FL activities on their own, such as by watching short videos outside the classroom, and thus might not be well prepared for in-class activities. Therefore, the self-regulated flipped learning (SRFL) approach seeks to address this challenge by integrating self-regulated learning (SRL) into the FL environment. This explanatory sequential mixed-methods study investigated the impact of SRL tools (i.e., reflective wrappers, including exam wrappers and activity wrappers) to improve pre-service teachers' metacognitive skills (planning, monitoring, and evaluation). The study compared two sections of the Problems and Attitudes of Teaching course taught at a Saudi university. The study was carried out during a period of eight weeks. The first week was for training, the introduction, and filling out the pre-survey of the Metacognitive Awareness Inventory (MAI); the middle six weeks contained the treatment; and the last week was used to fill out the post-survey of the MAI. Only the treatment group completed the six-week SRFL unit with reflective wrappers, while the comparison group completed a six-week FL unit without the reflective wrappers. The MAI was administered to both treatment and comparison groups before and after the experimental period. Differences in MAI scores between the two sections were analyzed using paired sample t-tests and Pearson correlational coefficients. For the qualitative portion of the study, two focus groups were conducted to reveal students' perceptions. Focus group questions expanded upon the initial analysis of MAI scores as well as inspection of the reflection wrappers produced by students. The quantitative analysis found no statistically significant differences between pre- and post-MAI scores in metacognitive skills except improved procedural knowledge skills for the treatment group. In the focus groups, many pre-service teachers expressed a belief in the value of SRL activities for themselves and, perhaps more importantly, for their future students. Several pre-service teachers in the focus groups reported their plans to adopt pre-class activities with self-evaluation activities to promote their future students' metacognitive skills.

Curriculum development

Educational technology

Instructional design

Bin Jwair, Amani Abdullah

Fadde, Peter

Electronic name

p

[Thesis]

276903

a

Y