Self-Regulated Learning Design for Professional Teacher Development: Delivery of Measurement & Assessment Course in Blended Mode

Abstract

Leaner-centeredness has been prioritized in the teaching-learning process, although the learner belongs to different psychological and cognitive departments. The constant digital transformation has made drastic changes in educational contexts related to course design, delivery and instruction, assisting systematic management of the diversified needs of learners in different departments. Potentially, blended learning plays a critical role in designing and implementing educational programmes while providing an effective and learner-centred approach for course delivery, resulting in learner satisfaction with learning outcomes. The study planned to investigate the extent of productivity of SRL, supported by the COPES model, in the accumulation of teacher professional knowledge in a blended teacher professional course. The sample was selected purposively from a university B.Ed. course, which accommodated in-service (N=28) and pre-service (N=35) teachers. The social constructivist theoretical underpinning was employed, and a quantitative dominant, quasi experimental pre- and post-test design was adapted. Paired-sample t-test results indicated that the means of both groups are highly significant at p<.001. One-way ANOVA test indicated that there is no statistically significant association between the means at p<.05 in response to the independent variables, such as Age, Gender, Educational qualifications, and Residential area. Independent sample t-test results indicated that assessment knowledge improvement is partially significant at p<.05 in both groups. The efficacy of the COPES model was estimated via Multiple Linear Regression (MLR) analysis for both in-service and pre service teachers. Results indicated that, respectively, 41% and 30% of the variance of the post test results of in-service and pre-service teachers is accounted for by the psychometric properties of the model.