Abstract
The Covid-19 pandemic has resulted in a turning point of creativity in the field of education with the abrupt commencement of remote learning in March 2020 via online platforms. The ongoing digital transformation was accelerated and forced students to drastically adapt and adopt new approaches to their academic learning. In order for teachers to support children's autonomy and motivation in their learning environments, the International Baccalaureate (IB) Approaches To Learning (ATL) skills through digital literacy were planned and embedded into their learning. The aim of this paper is to provide creative strategies for embedding ATL and digital literacy skills in students as they self-learn. The evidence will be a descriptive qualitative single case study, demonstrated through student work and their personal reflections throughout a semester of blended learning. Self regulation is defined as beliefs about their capability to engage in appropriate actions, thoughts, feelings, and behaviors in order to pursue valuable academic goals, while self monitoring and self-reflecting on their progress toward goal-completion (Zimmerman, 2000). The IB ATL skills are grouped into 5 categories: Communication, Research, Thinking, Self-Management, and Social Skills (King, 2013) and digital literacy is one’s ability to communicate, evaluate and synthesize through a variety of digital platforms. Most students have been found to demonstrate the ability to become self regulated learners with influencing factors that included self efficacy and a strong home and school support system.
Author Information
Maria Tiffany Thee, Tunas Muda School Meruya, Indonesia
Theresia Korompis, Tunas Muda School Meruya, Indonesia
Paper Information
Conference: ACE2022
Stream: Learning Experiences
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Thee M., & Korompis T. (2023) Empowering Self Regulated Learners: Embedding of IB ATL Skills Through Digital Literacy in Primary Students ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.23
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.23
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