Open AccessProfiling Self-regulated Learning in Online Mathematics Teacher Training: A Case Study of a GeoGebra Course
Author(s) -
Marfuah Marfuah
Publication year - 2017
Publication title -
southeast asian mathematics education journal
Language(s) - English
Resource type - Journals
eISSN - 2721-8546
pISSN - 2089-4716
DOI - 10.46517/seamej.v7i1.44
Subject(s) - profiling (computer programming) , online course , flexibility (engineering) , computer science , self regulated learning , mathematics education , online learning , multimedia , psychology , mathematics , statistics , operating system
Online training has now become an alternative means of delivering continuousprofessional development courses to improve teacher competencies. The benefits of online training are flexibility of access, cost efficiencies, ease of content updates, and uniformity of content. However, there are many aspects that determine if teachers can be successful in online training, and one is self-regulated learning. This study aims to profile self-regulated learning as case study in an online mathematics teacher training held by PPPPTK Matematika using GeoGebra. Using a survey method, this study describes the participants’ self-regulated learning profile as they accomplished nine tasks in the GeoGebra course.