Fahrni, Désirée Delia Diana (2025). Förderung von selbstreguliertem Lernen und Metakognition mit digitalen Technologien im Unterricht: Überzeugungen und Praktiken von Lehrpersonen. (Thesis). Universität Bern, Bern
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Abstract
Digitalization is shaping educational processes in various ways. It enables broader access to knowledge, expands instructional settings, and alters the interaction between teachers and students. With the increasing use of digital technologies in the classroom, established concepts such as self-regulated learning (SRL) and metacognition need to be further developed to align them with the changing instructional settings. The present dissertation addresses the question of what beliefs teachers hold regarding the promotion of SRL and metacognition through digital technologies in the classroom, and what practices they implement in this context. To answer this overarching research question, two studies were conducted: a systematic review (Study I) and a qualitative interview study (Study II). Study I examined the current state of research on teachers’ practices for promoting SRL and metacognition using digital technologies. A total of 45 empirical studies published between 1986 and 2025 were analyzed, focusing either on the general use of general digital technologies or on the use of specific educational technologies. The study investigated whether SRL and metacognition are promoted directly or indirectly through generic digital or educational technologies, and which supportive practices such as instruction, scaffolding, coaching, and feedback are used. The results show that general digital technologies are primarily used to directly promote SRL and metacognition in the classroom. In addition, digital promotion often appears to be combined with analog forms of promotion. However, the review also identified a lack of differentiated empirical analyses regarding the specific implementation of these practices. Further research gaps were identified, particularly regarding teachers’ beliefs and the distinction between explicit and implicit approaches to direct promotion. Building on these findings, Study II explored the open questions in more depth through an interview study with 20 primary school teachers (grades 5 and 6) from Switzerland and Germany who used the digital learning platform LearningView. The study focused on direct promotion of four metacognitive strategies: task planning and orientation, goal setting and orientation, time management, and reflection and evaluation. The qualitative content analysis showed that the interviewed teachers often implemented these strategies using a combination of digital and analog practices. When promotion was provided through digital means, it was typically implicit and direct (e.g., through setting deadlines or digital task structuring), in contrast, analog practices, which are also used within digital classroom settings, more frequently involved promotion that was explicit and direct (e.g., through verbal feedback and explanation of the metacognitive strategies). In addition, a broad alignment between teachers’ beliefs and their reported practices was revealed. Exceptions were found in the metacognitive strategies of task planning, task orientation, and reflection, whose implementation did not consistently align with the expressed beliefs. Both studies contribute to a deeper understanding of which practices teachers employ to promote SRL and metacognition using digital technologies in the classroom. Moreover, they highlight the conditions under which digital technologies and educational technologies can be effectively used to promote SRL and metacognition and reveal that it is not the technologies themselves that are decisive, but rather their professional, reflective, and pedagogically grounded use by the teacher. These findings yield practice-oriented implications for teaching, teacher education, and further research.
| Item Type: | Thesis |
|---|---|
| Granting Institution: | Faculty of Human Sciences, University of Bern |
| Dissertation Type: | Cumulative |
| Date of Defense: | 21 November 2025 |
| Subjects: | 000 Computer science, knowledge & systems |
| Institute / Center: | 07 Faculty of Human Sciences > Institute of Education > School and Teaching Research |
| Depositing User: | Désirée Delia Diana Fahrni |
| Date Deposited: | 11 Dec 2025 15:38 |
| Last Modified: | 11 Dec 2025 16:20 |
| URI: | https://boristheses.unibe.ch/id/eprint/6908 |
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