Self-directed study in online teacher education with MetaDig: a digital tool for self-regulated learning

Abstract

INTRODUCTION. The use of metacognitive strategies, as part of self-regulated learning, can play a major role in study habits. Metacognition training programs have a strong effect on improving the learning that takes place during study. Online learning further emphasizes the importance of self-regulating the study of content to improve learning. Also, teachers who train online should be the first to learn how to self-regulate their study, to include the teaching of these strategies in the future. The aim is to examine how study habits improve thanks to a digital tool that promotes the regular use of metacognitive strategies in an online teacher training course. METHOD. The participants were 252 teachers studying a master's degree in educational technology. A digital tool is provided that allows planning, monitoring, and self-assessment of their learning, which is regularly used by 42% of the sample. The Self-Regulation Strategies Inventory (SRSI-SR) is used in a pre-post study to test for improvement, which includes the assessment of four dimensions: inadequate regulation habits, organization of the environment, information search and task organization. RESULTS. Results show that those who use the app regularly improve significantly more than those who do not use it, especially in the dimension of information search, which is fundamental dimension for self-regulation of learning and, thus, they turn weaknesses into strengths. CONCLUSION. This self-regulated learning digital tool, based mainly on metacognitive strategies, is proposed in online teacher education to improve learning, thanks to improve study habits.