Research On Intervention Of Online Self-regulated Learning Of K12 Teachers From The Perspective Of Learning Analytics

The abundant learning resources and flexible learning time and space in online learning can help resolve the conflicts between teachers’ daily work and learning in primary and secondary schools.Consequently,it has gradually become a beneficial way for in-service K12 teachers and expanded in-service teachers’ learning space.The K12 teachers apply acquired learning strategies to self-paced learning in the online learning process and become self-regulated learners consciously or unconsciously.Related researchers think that self-regulated learning ability is the key component of online learning and a critical ability of lifelong learning for in-service staff.Therefore,it is important to improve self-regulated learning ability of the K12 teachers in the online learning environment.However,how to diagnose online self-regulated learning state dynamically and provide targeted intervention for enhancing the K12 teachers’ online self-regulated learning ability in online learning process? Learning analysis provides a new perspective for the research.It takes learning analysis into the category of diagnosis and intervention in primary and secondary school teachers’ online self-regulation,which enables tutor to analyze online learning process,track relevant data of online learning K12 teachers,diagnose of teachers’ self-regulated learning problems more comprehensively and accurately and provides more accurate and effective online self-regulated learning intervention services for the K12 teachers.This study selects online self-regulated learning of the K12 teachers as an entry point from the perspective of learning analytics and is based on current status of online self-regulated learning with K12 teachers.Meanwhile,it takes the social cognitive theory as the theoretical basis,designs learning interventions on online self-regulated learning of the K12 Teachers and conducts empirical study in real online learning environment,which aims to improve online self-regulated learning ability of K12 teachers by providing effective interventions,to enhance the effectiveness of online learning of the K12 teachers integrally and to promote sustained professional development of the K12 teachers.The details of the study are as follows:1.Clarify the components of online self-regulated learning of K12 teachers.Based on the existing study results,the study designs a diagnostic scale for K12 teachers’ online learning with high reliability and validity,and analyzes the elements of each dimension of the scale with the help of expert advisory,interviews of K12 teachers and site investigation.2.Investigate and study K12 teachers’ online self-regulated learning ability.The study conducts a massive survey of various K12 teachers by using the designed scale and carries out an in-depth analysis of the general status,levels of various elements and existing problems of K12 teachers’ online self-regulated learning based on the survey,aiming to provide a realistic basis for establishing intervention framework and empirical study.3.Establish the intervention framework and design intervention process for K12 teachers’ online self-regulated learning.The framework is based on Siemens’ learning analytic process model and its contents include three key parts such as intervention elements,“prompt-feedback-recommendation” intervention mechanism based on learner individual,learning behaviors and learning environment,intervention objects.In accordance with the framework and combined with Zimmerman’s self-regulated learning model,the study designs intervention process that comprises intervention of planning and preparation phase,execution and control phase,evaluation and reflection phase.4.Design intervention strategies for K12 teachers’ online self-regulated learning and practice verification.Based on the K12 teachers’ information technology application ability promotion project,according to the intervention framework and intervention process,the study explores K12 teachers’ online learning status more comprehensively,objectively and accurately by analyzing K12 teacher’s personal data,online self-regulated learning levels and leaning behavior data in the real K12 teachers’ online learning environment,so as to design effective intervention strategies for K12 teachers’ online self-regulated learning.The empirical study is conducted by comparing the test and control groups.The results indicate that the intervention strategies designed by basing on intervention framework and intervention process can enhance K12 teachers’ general online self-regulated learning abilities and each element levels effectively and improve their online learning effects and learning behaviors.The innovations of this study are mainly reflected in three aspects: firstly,the study transforms emphasizing on teachers’ distance training into focusing on the K12 teachers’ online self-regulated learning,emphasizes K12 teachers’ dominant position in the teachers professional development,this is an ideal change,reflects the evolution and overstep of teacher education.Secondly,the intervention framework which has been designed from perspective of learning analytics can make full use of the relevant learning data of online learning to dynamic diagnosis and analysis the K12 teachers’ online self-regulated learning status which can provide intervention strategies which are targeted and sustained,this reflects the innovations of research perspective and research ideas.Thirdly,the “prompt-feedback-recommendation” intervention mechanism,which is based on the triadic reciprocal causation theory and Zimmerman’s self-regulated learning theory,considers the potential interaction among the learner individual,learner behaviors,learning environment.In practice,the study designs K12 teachers’ online self-regulated learning intervention strategies from several aspects based on this intervention mechanism,which enriches and broadens the ideas and methods of K12 teachers’ online self-regulated learning,which in turn,can promote the transformation the research results into educational practice.