Development Of Self-regulated Learning Skills Research Articles

Shared Reading as a Community of Practice for Overcoming the Generation Gap and Improving Psychological Safety in Rural Family Medicine Education: A Grounded-Theory Approach.

Background A community of practice (CoP) is essential for continuous professional development in family medicine. A CoP in medical education comprises a group of individuals who share common interests and learn and share knowledge, skills, and attitudes. The generation gap between teachers and learners can influence their effective collaboration in family medicine education. To address this issue, shared reading, which involves group discussions on medical texts, effectively promotes intergenerational learning within a CoP. Shared reading is particularly beneficial in rural contexts, where medical resources are scarce, and the generation gap between teachers and learners is wide. This study examines how shared reading facilitates learning and practice among family medicine trainees in rural areas. Methods This qualitative study utilized a grounded-theory approach. It involved the participation of eight family medicine residents, five junior residents, and seven medical students from Unnan City Hospital, Japan, in shared reading sessions between August 2022 and March 2023. Semi-structured interviews were conducted with all participants after the sessions. Results Data analysis using the grounded-theory approach yielded three themes: facilitating learning and motivation, respectful collaboration with teachers, and developing a relationship that fosters psychological safety. First, through shared reading, the participants had opportunities to learn about medical issues and engage in continual dialogues with colleagues and teachers. Second, the participants felt motivated to apply their newly acquired knowledge at work and collaborate with teachers. Third, they acquired self-regulated learning skills by adapting their motivations to their interests and experiences. Increased interaction between participants and teachers during the sessions helped mitigate the generation gap and enhanced psychological safety. Conclusions Shared reading effectively promotes continuous learning and motivates medical learners to apply their knowledge and collaborate with teachers. It facilitates the development of self-regulated learning skills, helps mitigate the generation gap, and enhances psychological safety among educators and learners in rural medical education.

Self-Regulated Learning in Online-Based Teacher Education And Training Programs

<p>The era of the coronavirus disease pandemic is increasingly driving the process of transforming teacher education and training from face-to-face to online-based. Besides having flexibility and accessibility, in practice, the transformation process has several weaknesses and challenges. One of them is a culture of self-regulated learning from the participating teachers. For this reason, the purpose of this article is to review self-regulated learning in online-based teacher education and training programs with key questions- how important is self-regulated learning in online-based teacher education and training programs? and how to facilitate the development of self-regulated learning in online-based teacher education and training programs? To answer this, we conducted a literature study of various books and previous research articles, so that the results were complete, both conceptually and empirically. As a result, self-regulated learning has become an important and strategic aspect for the success of any learner or online learning program, including online-based teacher education and training programs. For this reason, every designer, organizer and instructor need to facilitate the development of participants selfregulated learning aspects through their online learning platforms. Although it cannot be assumed that they will automatically and effectively develop their self-regulated learning skills, through deliberate design and facilitation efforts, they need to create and sustain the development of self-regulated learning skills of e-learners through rich learning experiences. Positive self-regulated learning tends to encourage the success of the online-based teacher education and training programs because teachers will give their best efforts to complete their online learning and have the potential to achieve the best results.</p>

Supporting Self-Directed Learning: Development of a Faculty Evaluation Scale

Construct: We sought to assess medical education faculty members’ ability to support students in the development of self-regulated learning skills. Background: It is broadly agreed that medical students should become self-directed lifelong learners to succeed as physicians. To that end, many instruments have been developed that measure student attributes of self-directed learning (SDL). By contrast, no such analogous valid instrument is available to assess faculty familiarity in pedagogical strategies to promote SDL among students. Approach: An item bank with 45 items was created and its content-related validity evaluated by a panel of twenty experts. The items were selected and validated in the framework of Item Response Theory (IRT). The unidimensionality of all items within four constructs was assessed by using modified parallel analysis and 2 parameter IRT model calibration. The final version of the Recognition of Learning-Oriented Teaching Strategies (RoLOTS) instrument was validated by using the IRT marginal reliability as well as 2PL model calibrations. Different Item Functioning (DIF) in student-educators and gender was examined. Findings: The final version of RoLOTS included 20 items, with five in each of four subdomains: building content knowledge; the emotional and motivational aspects of learning; leveraging the social nature of the learning process; and metacognitive processes that promote student regulation of the learning process. Construct validity and reliability of each of the four domains were well supported by the results. Significant DIF was not detected in student-educator and gender. Conclusions: The RoLOTS successfully evaluated whether a faculty member is familiar with pedagogical tools to promote medical students’ self-directed learning, which can be used as a first step in needs-based professional development. Further research is needed to provide more validity and reliability evidence among groups with diverse SDL experience.

The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course

College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.

EMBRACING THE UNEXPECTED: USING TROUBLESHOOTING TO MODULATE STRUCTURED- TO OPEN-INQUIRY AND SELF-REGULATED LEARNING IN A FIRST-YEAR VIRTUAL LAB

The implementation of inquiry-based learning in the first-year laboratory curriculum is asignificant challenge, due to students’ limited exposure to unstructured learning. In this course, troubleshooting activities were used to modulate student progression from structured- to guided-, and finally to open-inquiry in a virtual first-year laboratory course. The purpose of the study is to investigate the effect of modulating student progression from structured- to open-inquiry on student development of self-regulated learning skills. The study presents preliminary survey results regarding student engagement in structured-inquiry activities. Analysis of survey results from guided- and open-inquiry activities, as well as qualitative analysis of student reflection assignments are currently ongoing.

Investigating teacher development of self-regulated learning skills in secondary science students

This multiple case study examined how secondary science teachers supported their students’ self-regulated learning development after an intensive, year-long, professional development. The results suggest that the teachers largely used the SRL coaching strategies of observation and emulation, emphasized different SRL processes, while less than half of the teachers explicitly encouraged their students to use the self-reflection phase of SRL to guide future cycles of SRL. Additionally, even though the majority of the teachers established process goals for their instruction, they evaluated their students with reference to product goals.

Qualitative analysis of the development of self-regulated learning skills in Year 1 medical students

Background: Self-regulated learning (SRL) is an individual’s ability to be motivationally, metacognitively and behaviourally active in their own learning. SRL skills are beneficial for medical students as doctors are required to possess lifelong learning behaviours. Self-regulation is also important during the transition to university, in which students transition from a pedagogical to an andragogical educational setting. Methods: Seven Cardiff University (CU) medical students volunteered to partake in two cycles of semi-structured interviews. The interview transcripts were analysed using Constructivist Grounded Theory to produce themes that were grounded in the data. Results: Medical students already possessed some level of self-regulation and were required to use self-regulation in the two transition points in Year 1. Students felt uncertain in the parameters of their learning as they were unaccustomed to the self-directed learning required at university. Students were also uncertain about the method of learning that they should adopt at university. As a result, students compared themselves to peers, which created a competitive atmosphere at university. Conclusions: While medical students were successful in their undergraduate studies, students were under supported by CU's curriculum. Medical schools should, therefore, support students’ development of self-regulation as they transition into university.

An intervention study for the development of self-regulated learning skills

The present study is based on the social-cognitive perspective of self-regulated learning and focuses on its development in academic settings. This study examined the impact of an intervention on the development of self-regulated learning strategies at a course-specific level. The transferability of the trained strategies on different learning context and the possibility that the training lead to the improvement of learning motivation and behavioural strategies, although they were not explicitly trained were also examined. In addition, the effects of a prolongment of the intervention in the second semester were investigated. The improvement of the learning skills was also assessed through the content analysis of the learning journals competed by the students during the intervention program. We used a mixed method design to examine the changes in students’ self-regulated learning produced before and after the intervention. The participants were first year Psychology and Education Sciences students. During an academic year, the students were trained to use techniques combining cognitive and metacognitive skills. All the strategies were implemented through implicit training, being included as course tasks, and practiced in a domain specific context. The study revealed that the intervention had positive effects on self-regulated learning skills, the students in the intervention group differed significantly at the end of the intervention from the students in the control group. Another finding was the transferability of the trained strategies to different learning contexts. Even if self-regulated learning skills are practiced implicitly in a context, their practice could lead to generalization and increase the transfer opportunities.

Seven Ways of Engaging the Online Learner to Develop Self-Regulated Learning Skills

This paper provides several strategies for using a learning management system to engage online students and to promote the development of self-regulated learning skills in a four-week accelerated summer course.

Developing Self-regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment by Using KWL Method

ABSTRACT
 Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman & Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of self-regulated learning skills among student participants.
 Keywords: self-regulated learning skills, Open and Distance Learning environment, KWL method.

Beyond the self: The role of co-regulation in medical students' self-regulated learning.

ContextMedical students are expected to self‐regulate their learning within complex and unpredictable clinical learning environments. Research increasingly focuses on the effects of social interactions on the development of self‐regulation in workplace settings, a notion embodied within the concept of co‐regulated learning (CRL). Creating workplace learning environments that effectively foster lifelong self‐regulated learning (SRL) requires a deeper understanding of the relationship between CRL and SRL. The aim of this study was therefore to explore medical students’ perceptions of CRL in clinical clerkships and its perceived impact on the development of their SRL.MethodsWe conducted semi‐structured interviews with 11 purposively sampled medical students enrolled in clinical clerkships at one undergraduate competency‐based medical school. Data collection and analysis were conducted iteratively, informed by principles of constructivist grounded theory. Data analysis followed stages of open, axial and selective coding, which enabled us to conceptualise how co‐regulation influences the development of students’ self‐regulation.ResultsData revealed three interrelated shifts in CRL and SRL as students progressed through clerkships. First, students’ CRL shifted from a focus on peers to co‐regulation with clinician role models. Second, self‐regulated behaviour shifted from being externally driven to being internally driven. Last, self‐regulation shifted from a task‐oriented approach towards a more comprehensive approach focusing on professional competence and identity formation. Students indicated that if they felt able to confidently and proactively self‐regulate their learning, the threshold for engaging others in meaningful CRL seemed to be lowered, enhancing further development of SRL skills.ConclusionsFindings from the current study emphasise the notion that SRL and its development are grounded in CRL in clinical settings. To optimally support the development of students’ SRL, we need to focus on facilitating and organising learners’ engagement in CRL from the start of the medical curriculum.

An analysis of the development of self-regulated learning skills in first year medical students: the impact of transition

An analysis of the development of self-regulated learning skills in first year medical students: the impact of transition

Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education

This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.

Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum

Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can be integrated into PBL.

Blogs as a Tool for the Development of Self-Regulated Learning Skills: A Project

In the last decade projects have been emerging aimed at promoting the competency of self-regulation through didactic resources included in college curriculum. The use of strategies for self-reflection and self-evaluation while the course material is being taught favors self-regulation of students and increases their level of self-efficacy regarding the content of the course. The goal of this didactic experience is to develop self-regulation learning skills through a systematic use of ICT’s, in particular, a blog as a teaching and learning tool. It was implemented as a part of Sociology of Education course whose content is mostly theoretical and requires an advanced level of reflection and internalization of concepts that were completely unfamiliar to the students. The experiment is designed to: [a] encourage well-organized and consistent work habits, by establishing sufficient periods of time for students that would give them enough autonomy to make decisions; [b] to promote reflection on topics covered in class; [c] to facilitate a dialogue among students that promotes reflection aimed at forming a learning community. Said project demonstrates that further research, both qualitative and quantitative in nature, on the impact of the use of blogs for the development of the competencies identified above, is not only possible but would likely provide very useful data.

Developing an agent-based adaptive system for scaffolding self-regulated inquiry learning in history education

This article presents a methodology for modelling the development of self-regulated learning skills in the context of computer-based learning environments using a combination of tracing techniques. The user-modelling techniques combine statistical and computational approaches to assess skill acquisition, practice, and refinement with the MetaHistoReasoning tool, a single-agent system that supports inquiry-based learning in the domain of history. Data were collected from twenty-two undergraduate students during a 4-h session where user interactions were logged by the system. A logistic regression model predicted user performance in relation to a skill categorization task with 75 % accuracy. The manner in which users apply the skills that are acquired is then assessed through a rule-based reasoning system that allows the pedagogical agent to adapt instruction. The results show that the model allows the agent to detect instances when skills are inappropriately applied as well as what type of goal that is pursued by students. We discuss the implications of these user-modelling techniques in terms of sequencing instructional content and using the tutoring agent to deliver several types of discourse moves in order to enhance learning.

Self-Regulation in the Learning Process: Actions through Self-Assessment Activities with Brazilian Students

Learning a foreign language is, among other factors, based on the perception of one’s own development and on undertaking strategies for greater communicative competence, which are founded in autonomous procedures that span the necessity for greater responsibility. As learning a language demands constant study, even after the school period – when there are no more teachers as mediators - the development of self-regulated learning skills becomes relevant. One option revealed in literature as a trigger for greater autonomy for learning, is the use of self-assessment. This study aimed at identifying and analyzing the potential of self-assessment for students to plan strategies and control their own actions, procedures which are part of self-regulated learning practice. The research adopted a qualitative approach in the form of a case study, and involved 25 students in the 8th grade of a public school in Northern Paraná, Brazil. Information from the instruments for data collection was subjected to thematic content analysis. The results reveal that self-assessment encourages the use of strategic planning and monitoring of one’s own learning only if joined to teacher intervention and motivational strategies.

Increasing Academic Integrity in Online Classes by Fostering the Development of Self-regulated Learning Skills

Middle and secondary schools have increasingly offered distance-learning classes as a means of meeting diverse student needs and curriculum requirements while using instructional and budget resources efficiently. Little emphasis has been placed on the readiness of students to participate and succeed in these less conventional learning environments. The ill-prepared and apprehensive student may be prone to academic dishonesty. This investigation seeks to synthesize how pedagogical efforts to foster the development of self-regulated learning skills may reduce instances of cheating and plagiarism in online classes.