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Teacher Training Effectiveness in Self-Regulation in Virtual Environments.

María Consuelo Sáiz-Manzanares1, Leandro S Almeida2, Luis J Martín-Antón3

  • 1Departamento de Ciencias de la Salud, Facultad de Ciencias de la Salud, Research Group DATAHES, Universidad de Burgos, Burgos, Spain.

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Summary

Digital teaching training for higher education faculty is crucial. This study found differences in behavior patterns between new and experienced teachers using digital tools, but satisfaction levels were similar, highlighting the need for personalized training proposals.

Keywords:
gamificationhigher educationlearning management systemsself-regulated learningteacher trainingvirtual environments

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy
  • Digital Learning Environments

Background:

  • The 21st-century higher education landscape necessitates evolving knowledge dissemination and teacher-student interaction methods.
  • The SARS-CoV-2 pandemic accelerated the adoption of digitalization in education, emphasizing the need for effective technology integration.
  • Training programs are essential for educators to develop digital competencies and instructional design skills for self-regulated learning (SRL) and automated feedback.

Purpose of the Study:

  • To investigate differences in behavior patterns between inexperienced and experienced teachers in a digital teaching training program.
  • To determine if teacher behavior patterns cluster according to teacher type (inexperienced vs. experienced).
  • To assess if teacher satisfaction with digital teaching training varies by teacher type.

Main Methods:

  • A mixed-methods approach (quantitative and qualitative) was employed.
  • The study involved 23 teachers (8 inexperienced, 15 experienced) participating in a Moodle-based training program.
  • Behavioral patterns during rubric development and learning analytics system use were analyzed.

Main Results:

  • Significant differences in behavior patterns were observed between new and experienced teachers, particularly in rubric development and the use of learning analytics.
  • Teacher behavior clusters did not precisely align with teacher experience levels.
  • No significant differences in satisfaction with the digital teaching training were found between inexperienced and experienced teachers.

Conclusions:

  • Digital teaching training reveals distinct behavioral patterns related to technology use and instructional design between novice and experienced educators.
  • While specific digital tool usage may differ, teacher satisfaction with training appears consistent across experience levels.
  • Further research into teacher perceptions is recommended to develop personalized training strategies for effective digital pedagogy.