Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the Lessons
Developing children’s self-regulation skills in the school environment is essential for the development of self-directed learners. It is important to note that self-regulation can be developed in the classroom. Teachers play a crucial role in supporting the development of self-regulated learners, in...
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MDPI AG
2025-01-01
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| author | Liina Kersna Kristjan-Julius Laak Liina Lepp Margus Pedaste |
| author_facet | Liina Kersna Kristjan-Julius Laak Liina Lepp Margus Pedaste |
| author_sort | Liina Kersna |
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| description | Developing children’s self-regulation skills in the school environment is essential for the development of self-directed learners. It is important to note that self-regulation can be developed in the classroom. Teachers play a crucial role in supporting the development of self-regulated learners, including creating the necessary learning environment and designing the tasks used for instruction. The aim of this study is to describe the way teachers chose to structure written learning guides designed for primary school students and to analyse how their use in instruction creates opportunities to support self-regulated learning. We analysed 11 written learning guides, interviewed three primary education teachers who created and used them, and observed 985 min of classroom implementation. The data were analysed using qualitative content analysis combining inductive and deductive methods. The results of this study revealed that the learning guides consist of three parts: an introduction, individual and collaborative tasks with self-assessment, and self-analysis. Our data show that the use of learning guides helped to create a learning environment in the classroom that was supportive of high self-regulated learning. Students were offered a range of options for organising their learning and opportunities to control their learning challenges, including choosing more interesting and difficult tasks, to assess their learning and to collaborate with peers. Teachers supported students through both instrumental instruction and evaluation practises, creating a classroom environment conducive to learning that focused on students’ personal development. We conclude that it is possible to use written learning guides for longer periods of independent or collaborative learning with primary education students. The results provide teachers with practical examples of how to use written learning guides to create conditions for self-regulated learning. For example, combining AI usage with teacher-designed learning guides could increase the benefits and reduce the risks associated with AI-based learning systems. |
| format | Article |
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| institution | Kabale University |
| issn | 2227-7102 |
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| publishDate | 2025-01-01 |
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| series | Education Sciences |
| spelling | doaj-art-9b91e12a5a9c4e309bfeaf35c9a2a9132025-01-24T13:30:25ZengMDPI AGEducation Sciences2227-71022025-01-011516010.3390/educsci15010060Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the LessonsLiina Kersna0Kristjan-Julius Laak1Liina Lepp2Margus Pedaste3Institute of Education, University of Tartu, 51005 Tartu, EstoniaInstitute of Computer Science, University of Tartu, 51009 Tartu, EstoniaInstitute of Education, University of Tartu, 51005 Tartu, EstoniaInstitute of Education, University of Tartu, 51005 Tartu, EstoniaDeveloping children’s self-regulation skills in the school environment is essential for the development of self-directed learners. It is important to note that self-regulation can be developed in the classroom. Teachers play a crucial role in supporting the development of self-regulated learners, including creating the necessary learning environment and designing the tasks used for instruction. The aim of this study is to describe the way teachers chose to structure written learning guides designed for primary school students and to analyse how their use in instruction creates opportunities to support self-regulated learning. We analysed 11 written learning guides, interviewed three primary education teachers who created and used them, and observed 985 min of classroom implementation. The data were analysed using qualitative content analysis combining inductive and deductive methods. The results of this study revealed that the learning guides consist of three parts: an introduction, individual and collaborative tasks with self-assessment, and self-analysis. Our data show that the use of learning guides helped to create a learning environment in the classroom that was supportive of high self-regulated learning. Students were offered a range of options for organising their learning and opportunities to control their learning challenges, including choosing more interesting and difficult tasks, to assess their learning and to collaborate with peers. Teachers supported students through both instrumental instruction and evaluation practises, creating a classroom environment conducive to learning that focused on students’ personal development. We conclude that it is possible to use written learning guides for longer periods of independent or collaborative learning with primary education students. The results provide teachers with practical examples of how to use written learning guides to create conditions for self-regulated learning. For example, combining AI usage with teacher-designed learning guides could increase the benefits and reduce the risks associated with AI-based learning systems.https://www.mdpi.com/2227-7102/15/1/60written learning guideself-regulated learningclassroom observationsqualitative researchprimary education |
| spellingShingle | Liina Kersna Kristjan-Julius Laak Liina Lepp Margus Pedaste Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the Lessons Education Sciences written learning guide self-regulated learning classroom observations qualitative research primary education |
| title | Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the Lessons |
| title_full | Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the Lessons |
| title_fullStr | Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the Lessons |
| title_full_unstemmed | Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the Lessons |
| title_short | Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the Lessons |
| title_sort | supporting self regulated learning in primary education using written learning guides in the lessons |
| topic | written learning guide self-regulated learning classroom observations qualitative research primary education |
| url | https://www.mdpi.com/2227-7102/15/1/60 |
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