Navigating the online learning journey by self-regulation: Teachers as learners

Abstract

Self-regulated learning (SRL) can be defined as the ability of learners to act independently and actively manage their own learning process. This skill becomes especially important in online environments, which allow learners to decide where and how to study. Most research on SRL has focused on students; few studies have addressed teachers' SRL as learners, and only a handful has done so in the context of online learning. A better understanding of teachers' SRL is essential since teachers are expected to support the development of their students' SRL abilities. This study contributes to bridging this gap by examining how online learning patterns reflect the self-regulated learning of teachers as learners in an online professional development (PD) course on nanotechnology. The study applies a mixed methods approach that combines the qualitative analysis of interviews with teacher learners and a personal summary of their learning process represented in four vignettes as well as quantitative log-file analysis to identify teachers' learning patterns. The patterns identified are interval learning, on-track learning, skipping difficult parts, concentrated learning toward the end of the course (i.e., “bingeing”), and watching together. These patterns indirectly shed light on teachers' SRL skills, especially their time management and task strategies, demonstrating that there is no one-size-fits-all approach to learning. The study highlights the need for a holistic approach, provides deeper insights into teachers’ learning experiences, and helps design future online PD courses.