|A Study on Developing Teaching Strategy Indicators for Promoting Technology-Enhanced Self-Regulated Learning
|高台茜 、 張維珊
|科技輔助自主學習 、 教師自主學習輔助策略指標 、 德懷術專家調查 、 technology-enhanced self-regulated learning 、 teaching strategy indicators for enhancing self-regulated learning 、 Delphi technique for expert survey 、 TSSCI
Since the launch of “Technology-Enhanced Self-Regulated Learning Program (TESRL)” by Taiwan’s Ministry of Education in November 2019, making use of technology to enhance students’ self-regulated learning has become an important issue for elementary and secondary teachers’ professional development. This study incorporates personal and social oriented self-regulated learning theories and strategies to develop a two-dimension indicator framework with the four types of learning, which is also known as the “four-learning model” (self-learning, co-learning, mutual learning, and guided learning), and four steps of self-regulation cycle. Based on the framework, the practical and feasible teaching strategies for enhancing TESRL were investigated. The study conducted three rounds of expert survey with Delphi technique. Fifteen qualified instructors of TESRL workshops with practical teaching experience in primary or secondary school were invited to participate the expert survey. The findings of the study are: 1. All teaching strategy indicators are important, and they all support teachers’ classroom practices on the teaching sites; 2. According to the degree of difficulty of the indicators, scaffolding can be applied in teachers’ professional development; 3. To master the monitoring and evaluation steps in self-learning and mutual learning which are part of the guidance strategy, teachers need more training and guidance; 4. Based on the above indicators, assessment tools should be developed to track teachers' professional development.