תוכנית התערבות מבוססת וידאו לקידום מיומנויות למידה בהכוונה עצמית (SRL) במהלך משבר הקורונה

The COVID-19 crisis resulted in a transition to remote teaching and highlighted the importance of self-regulated learning (SRL). SRL is defined as an active process in which learners set goals for their learning, monitor and regulate their understanding (cognition), motivation, and behavior. Using an experimental design, this study examined how a video-based intervention program, developed to promote SRL skills and support pedagogical processes, impacted students' use of SRL strategies and their achievements. The study included 290 students from 18 classes (grades 9–11), who were either Hebrew or Arabic speakers. Overall, the research provided insights into the differences between Hebrew- and Arabicspeaking students, as well as the critical role of teachers in fostering SRL skills. The findings also emphasized the importance of teacher feedback to students about developing these skills, suggesting that future intervention programs should support teacher knowledge about SRL, alongside student learning and should incorporate assessment and feedback elements. The study offers a scientific contribution through the development of a unique SRL framework tailored to K–12 students based on empirical data, as well as a practical contribution through the design of a video-based intervention that promotes SRL skills through pedagogical processes. Keywords: intervention program, remote teaching, self-regulated learning (SRL), the COVID-19 crisis, video-based intervention program