Abstract
This chapter addresses the challenges and opportunities of virtual teaching of a complex scientific topic, such as chemistry, to high-school students. Chemistry Online Blended Learning Environment (COBLE) is a learning environment for students that are willing to expand their knowledge of Chemistry but have no opportunity to do so in their schools. It is claimed that certain skills help cope with learning, in general, and are vital in advancing learning, such as Self-Regulated Learning (SRL) skills. The chapter describes a recent study that investigated and characterized the students’ learning profiles, self-regulated learning processes (skills and strategies), and followed the change in these variables throughout the 3 year program learning Chemistry via COBLE in order to predict students’ success in learning Chemistry this way. Such prediction may enable teachers to be aware of possible problems earlier than usual and also help personalize the teaching and learning processes according to students’ profiles. Results indicate that there are some significant differences in some of the SRL categories between students studying via face-to-face and virtual environments and also among intervention students that possessed different SRL profiles when examining the involvement variable throughout their studies over time. On the basis of the data, influential indicators were isolated to enable future prediction of student success in studying Chemistry in a virtual manner and better planning of personalized support.
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Notes
- 1.
Attitude and interest (ATT); concentration and attention to academic tasks (CON); motivation, diligence, self-discipline, and willingness to work hard (MOT); use of support techniques and materials (STA); use of time management principles for academic tasks (TMT); test strategies and preparing for tests (TST).
- 2.
Participation in the synchronic lesson (although not a voluntary action) was also considered as synchronic behavior since it is an action related to the synchronic lesson, but since there were no differences in the SEM when absent, the existence of this component is merely acknowledged.
- 3.
Time spent at the site was also considered as a-synchronic behavior since it is an action related to the a-synchronic assignments; students could have spent more or less time at the site while performing their homework assignments or revising the learning materials. The existence of this component is merely acknowledged, since it is impossible to differentiate the actual time of student engagement or idle connectivity to the site.
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Acknowledgements
We thank the Meital Research Foundation and the Davidson Institute for funding. We thank Mrs. Yetty Varon whose statistical expertise was invaluable.
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Eidelman, R.R., Rosenberg, J.M., Shwartz, Y. (2019). Assessing the Interaction Between Self-Regulated Learning (SRL) Profiles and Actual Learning in the Chemistry Online Blended Learning Environment (COBLE). In: Sampson, D., Spector, J.M., Ifenthaler, D., Isaías, P., Sergis, S. (eds) Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-030-15130-0_12
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