The Relationship between Self-Regulated Student Use of a Virtual Learning Environment for Algebra and Student Achievement: An Examination of the Role of Teacher Orchestration

Autor/inn/en	Leite, Walter L.; Kuang, Huan; Jing, Zeyuan; Xing, Wanli; Cavanaugh, Catherine; Huggins-Manley, A. Corinne
Titel	The Relationship between Self-Regulated Student Use of a Virtual Learning Environment for Algebra and Student Achievement: An Examination of the Role of Teacher Orchestration
Quelle	191 (2022), Artikel 104615 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leite, Walter L.) ORCID (Kuang, Huan) ORCID (Jing, Zeyuan) ORCID (Xing, Wanli) ORCID (Cavanaugh, Catherine) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
Schlagwörter	Independent Study; Teacher Role; Student Role; Educational Technology; Technology Uses in Education; Algebra; Mathematics Instruction; Mathematics Achievement; Video Technology; Correlation; Self Management; Secondary School Students; Workbooks; High Stakes Tests; Florida + Suchen Sie Ihr Suchwort? Selbststudium; Lehrerrolle; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Selbstmanagement; Sekundarschüler; Arbeitsbuch
Abstract	The current study examines both student self-regulated learning (SRL) and teacher orchestration in a virtual learning environment (VLE), with respect to student achievement. The study used SRL indicators derived from the log data on how students used the VLE system, survey data on how teachers made use of the VLE for Algebra instruction, as well as formative and summative Algebra assessment scores. The sample included 6,174 students being taught by 93 teachers in 49 schools in the 2018-2019 academic year. Multilevel structural equation modeling (SEM) analysis revealed the relationship between SRL indicators and student achievement. We found a positive relationship between student SRL and student achievements. Specifically, three SRL indicators, "Watched Recommended Videos", "Watched Videos" and "Answered Quizzes after Watching a Video", were significantly associated with student achievement. We did not observe direct associations between teacher orchestration and student achievement, but we found an indirect association between teacher orchestration and student achievement via one SRL indicator, "Watched Recommended Videos". The results show that a positive relationship between EOC scores and student reviewing incorrect questions increased as the use of instructional videos by the teacher increased. This study supports the critical role of SRL and indicates that teachers should have flexibility in adapting learning activities for online learning. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01