Self-regulated Learning Experiences Research Articles

A Unique Spectrum of Care Tool Provides a Self-Regulated Learning Opportunity and Facilitates Client Communication

Providing only the most state-of-the-art, intensive, and expensive level of treatment available does not meet the needs of every pet owner and pet. To overcome this barrier, veterinarians are working to provide spectrum of care (SOC) options to pet owners. This teaching tip describes the creation of a Spectrum of Care Options Presentation and Explanation (SCOPE), a tool which can serve a variety of educational purposes and improve delivery of care across the spectrum of care. The SCOPE considers andragogy, evidence-based medicine and pet owner preferences related to communication as well as the cost of care. Using a SCOPE during oncology consultations led by an intern on an oncology service rotation demonstrated the utility of the SCOPE to identify evidence-based SOC options for pets with cancer, serve as a self-regulated learning experience for the participating intern and elicit pet owner, and pet contextual issues impacting the care plan. The SCOPE can used to promote the implementation of SOC in veterinary medicine. The SCOPE has flexibility and may be adapted for use in disciplines other than oncology and with a variety of learners such as veterinary students or in early career mentoring programs.

Exploring College Students’ Self-Regulated Learning Experiences in MOOC English Reading Courses

Exploring College Students’ Self-Regulated Learning Experiences in MOOC English Reading Courses

Self-reported and digital-trace measures of computer science students’ self-regulated learning in blended course designs

This study investigated the extent to which self-report and digital-trace measures of students’ self-regulated learning in blended course designs align with each other amongst 145 first-year computer science students in a blended “computer systems” course. A self-reported Motivated Strategies for Learning Questionnaire was used to measure students’ self-efficacy, intrinsic motivation, test anxiety, and use of self-regulated learning strategies. Frequencies of interactions with six different online learning activities were digital-trace measures of students’ online learning interactions. Students’ course marks were used to represent their academic performance. SPSS 28 was used to analyse the data. A hierarchical cluster analysis using self-reported measures categorized students as better or poorer self-regulated learners; whereas a hierarchical cluster analysis using digital-trace measures clustered students as more active or less active online learners. One-way ANOVAs showed that: 1) better self-regulated learners had higher frequencies of interactions with three out of six online learning activities than poorer self-regulated learners. 2) More active online learners reported higher self-efficacy, higher intrinsic motivation, and more frequent use of positive self-regulated learning strategies, than less active online learners. Furthermore, a cross-tabulation showed significant (p < .01) but weak association between student clusters identified by self-reported and digital-trace measures, demonstrating self-reported and digital-trace descriptions of students’ self-regulated learning experiences were consistent to a limited extent. To help poorer self-regulated learners improve their learning experiences in blended course designs, teachers may invite better self-regulated learners to share how they approach learning in class.

Exploring nursing students' learning experiences and attitudes toward older persons in a gerontological nursing course using self-regulated online enquiry-based learning during the COVID-19 pandemic: A mixed-methods study

BackgroundDuring the COVID-19 pandemic, universities adopted online teaching as the primary teaching and learning method. Most of the online teaching, however, has been limited to the broadcasting of asynchronous lectures and sharing of teaching materials. ObjectivesTo explore undergraduate nursing students' self-regulated learning experiences, satisfaction, and attitudes toward older persons in a gerontological nursing course using online self-regulated enquiry-based learning (EBL) during the COVID-19 pandemic. DesignA mixed-methods design was adopted. SettingA university in Hong Kong providing pre-registration nursing programmes. Participants155 students studying in the fourth year in a five-year Bachelor of Nursing programme participated in the quantitative study in which 18 joined the focus groups (4 groups with group size of 4–5). MethodsFive video-based scenarios along with two interactive online workshops, a mind-map development exercise, gamified assessments, reading materials, group discussions, and presentations were adopted in a gerontological nursing course offered in 2019–2020 to enhance the students' learning, driven by a process of enquiry. Attitudes toward older people were measured at baseline and one week after the course (post-test). Information on self-regulated learning experiences, satisfaction, and confidence were collected at post-test only. Paired t-tests and descriptive statistics were used to analyse the data. Focus groups were conducted through semi-structured interviews and transcribed verbatim for inductive content analysis. ResultsA significant improvement was demonstrated in the students' attitude toward older people. The students appreciated the opportunities provided by the online EBL to apply key concepts of gerontology in the teaching and learning activities and to enhance their critical thinking skills. Three major themes were revealed from the focus group: Perception of the teaching pedagogy, Improvement of cognitive skills, and Positive and negative aspects of the learning experience. ConclusionsThe online self-regulated EBL improved the students' online learning experience in a gerontological nursing course during the pandemic and improved their attitudes toward older people.

Practitioner Review and Personalised Feedback

Preparing students for the expectations of the modern business world is a daunting task. For students, it involves developing critical thinking and analytical skills to reach valid conclusions for specific problems. Such skills are recognised graduate attributes, essential for complex professional business judgements and advice provided to clients (Camp &amp; Schadner, 2010). For educators, the multifaceted nature of critical thinking and associated analytical skills are often poorly demonstrated and conveyed to students (Moore, 2013).&#x0D; Critical thinking is the product of self-direction, self-discipline, self-monitoring and self-correction through objectively assessing relevant information, openly considering alternative views and seeking feedback (Paul &amp; Elder, 2008). By using the combination of technology enhanced feedback, relevant assignment scenarios that explore messy business world issues influential professionals face, experience of working with and feedback from practitioners, the assignment in a 2nd year undergraduate financial reporting unit was transformed into an authentic, collaborative, and self-regulated learning experience. &#x0D; In consultation with a professional accounting firm, the assignment scenario and open ended questions were written about financial reporting implications associated with sustainability and industry change challenges many companies encounter. Working in self-selected groups, students considered the assignment’s questions and prepared a draft written response that was shared with the firm’s practitioner review team for feedback. A past students voice video, available on the unit’s LMS, guided current students on how to adopt and implement this feedback. Subsequently a final written response was submitted for grading. &#x0D; Student were introduced to the practitioner review team via a video that explained importance of teamwork, seeking formative feedback, reflecting on it and how this information is used in the workplace. Utilizing the Student Relationship Engagement System (SRES) and the assignment’s marking rubric criteria as a framework, the practitioner review team provided individual formative feedback, suggestions for improvement and overall direction comments to each student through a personalised email. The SRES data metrics were also used to track and manage student engagement. Used in these ways, SRES was a highly effective learning platform that resulted in deeper student learning and relationships with educators.&#x0D; The presentation will discuss the significant impact on student learning and experience measured by overall assignment performance, change in performance between draft and final responses, and qualitative feedback from practitioner, peer and student perspectives.&#x0D;

Students’ Educational Experience: The Conceptualization and Development of a Tool for the Assessment of Education Quality

To assess and manage the quality of education it is important to understand what happens to students at university, what experience they gain, and whether this experience contributes to their success and development. In foreign science student experience is considered as a student-centered idea of improving the quality of higher education and a prerequisite for many initiatives in this area. However, the approaches to its study require major revision. This article presents the study which allows the students’ educational experience to be conceptualized. To diagnose and analyze the students’ educational experience a valid and reliable tool has been created. Educational experience is defined as students’ representations which are significant from the standpoint of academic success, students’ readiness for self-education and self-development, and subjective well-being. These students’ representations are the representations of the following: their educational and professional activities, themselves as the subjects of their educational and professional activities, learning and social context. The students’ educational experience is presented in the aggregate of five components: satisfaction, intention to expand experience, self-efficacy and support, self-regulated learning experience, and engagement. The analysis of the holistic experience and its components allows not only to assess the student’s subjective perception of learning, but also to predict the effectiveness of the educational process based on understanding of the key internal factors of academic performance, subjective well-being and development. The article presents a questionnaire of students' educational experience, verified on a sample of students (N=479). It meets the psychometric requirements of internal consistency, retest reliability, content, construct and criterion validity. This questionnaire can be used to control the quality of education, to do scientific research and evidence-based pedagogical experimentation in the context of the restructuring higher education.

Video modeling examples are effective tools for self-regulated learning in physical education: Students learn through repeated viewing, self-talk, and mental rehearsal

This study aimed at assessing the impact of video modeling examples (VMEs) on secondary school students’ self-regulated learning experiences in gymnastics in original physical education (PE) settings. A total of 56 students (28 males and 28 females), aged 16–17, took part in a seven-week gymnastics learning unit for the purpose of acquiring new motor skills and knowledge using VMEs, in the absence of teacher and peer assistance. Repeated measurements were collected through gymnastics floor routines and a custom-designed written test. Semi-structured interviews were administered to explore students’ self-regulated learning strategies. The analysis of quantitative data revealed significant improvements in males’ skill performance (pre: 4.54 ± 2.42, post: 10.97 ± 3.25 points; p &lt; 0.001) and knowledge (pre: 6.43 ± 2.26, post: 13.19 ± 3.09 points; p &lt; 0.001), as well as females’ skill performance (pre: 2.64 ± 2.09, post: 8.96 ± 4.12 points; p &lt; 0.001) and knowledge (pre: 6.14 ± 2.48, post: 10.97 ± 3.25 points; p &lt; 0.001) after taking part in the practical intervention. Sex-based differences, in favor of the males, were only observed in knowledge outcomes (males: Δ (Δ%) = 6.76 (105.1%), females: Δ (Δ%) = 4.25 (69.2%); p &lt; 0.05). Qualitative data analysis yielded three major learning strategies: repeated viewing and interpretation of VMEs, self-talk and mental rehearsal. In conclusion, VMEs were able to empower the participating students to acquire motor skills and knowledge in PE classes through activating different metacognitive learning strategies, and even without resorting to teacher/peer assistance. Data from this study could prompt PE teachers to incorporate VME-mediated self-regulated learning methods into their teaching practices for better classroom management and for improving their students’ metacognition.

Exploring STEM Undergraduate Self-Regulated Learning at a Vietnamese Transnational University

STEM education in Vietnam is prioritized, yet effective learning may be difficult for students attending transnational universities. The purpose of this study is to examine the self-regulated learning experiences of STEM undergraduate students attending a collaborative transnational university in Vietnam. Challenges included English language instruction and STEM-specific terminology. Despite barriers to their learning, students describe strategies for navigating their learning process. Strategies included extensive rereading of the material, using Google to look up new terms/ideas or to translate words, asking instructors for translation, and reviewing online resources. Implications for practice include instructors providing more detailed feedback and guidance and leveraging technology use for learning.

An Examination of the Clinical Learning Experience of Second Career Nursing Students in a Dedicated Education Unit: A Qualitative Study

Controversy exists between academic leaders and nurse executives in the health care system regarding whether or not new graduates especially second-career nurses are fully prepared to provide safe and effective patient care. Nurse educators are exploring innovative methods explored to improve clinical learning outcome and to foster successful career development of these students. The purpose of the paper is to examine the experience and self-regulated learning capacities of second-career nursing students who have received clinical teaching in a Veterans Affair Hospital’s dedicated education unit in the United States. The study setting is a 20-bed cardiac telemetry unit where staff nurses are purposely assigned to clinical teaching. Kuiper’s self-regulated learning model (Kuiper, 2005), a middle-range theory derived from constructivist theory, is used as the theoretical framework of the study. 13 students were recruited from the hospital’s partnership with a second-career program. The participants were asked to answer 10 open-ended questions during two focus group sessions of 6 and 7 people respectively. The conversations were audio-taped and transcribed. The scripts were input into a qualitative research software NVivo10 for data analysis. The study provides a glimpse into the lived experience of the second-career students. It compares the findings with those of prior published studies. It concludes that the dedicated education unit has a positive impact on second-career students’ self-regulated learning experience.

Raising the Power of Curriculum-Based Measurement Tools in Preservice Training

Thirty-seven preservice teachers engaged in a self-regulated learning experience proposed to increase their algebra content knowledge and to examine their use of data to make instructional decisions. Using weekly algebra curriculum-based measures, preservice special education teachers set learning goals and objectives, individually selected and adjusted weekly learning activities, and self-monitored and graphed their progress. A mixed-methods approach identified that all participants significantly increased in their algebra content knowledge, but the decision-making approaches among students varied greatly.

Integrating Scaffolding and Deliberate Practice Into Focused Cardiac Ultrasound Training: A Simulator Curriculum

Focused cardiac ultrasound (FoCUS) is widely used for the point-of-care evaluation of basic cardiac pathology, and there is a need for efficient and consistent training in this modality. We designed a simulator-based FoCUS curriculum that integrates instructional scaffolding and deliberate practice to create a directed, self-regulated learning experience for novices. The goal of this strategy was to guide the novice's learning efforts more efficiently and moderate cognitive load while retaining the benefits of independent learning. The complex task of learning cardiac ultrasound is broken into discrete steps, with focused didactic information immediately followed by targeted simulator practice for each module. The practice complexity increases through successive modules, and learners ultimately apply their skills by completing unassisted simulator cases. Immediate visual and quantitative feedback is provided by the simulator whenever an ultrasound image was captured during practice. The entire curriculum is self-guided. Sixteen nurse practitioners and resident physicians completed this FoCUS curriculum. In comparison to a previously validated, lecture-before-practice-style curriculum, the average time to completion decreased from 8.0 ± 2.5 hours to 4.7 ± 1.9 hours (p < .0001). There was no difference in posttraining cognitive or psychomotor outcomes between the curricula as measured by a simulator posttest. A curriculum integrating scaffolding and deliberate practice provides a more efficient, but equally effective, means of teaching psychomotor and cognitive skills in FoCUS. These instructional design principles may translate to other operational learning tasks and allow novices to build skills and reach basic competency more rapidly.

A Chinese learner and her self-regulated learning: An autoethnography

In this paper, I use an autoethnographical approach, coupled with existing research literature on Chinese learners and learning, to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning, and how they establish and justify their own sense of self-regulation in learning. It is found there is a hybrid of nuanced cultural meanings underneath the self-regulated learning experiences in the Chinese context.

A Chinese Learner and Her Self-Regulated Learning: An Autoethnography

In this paper, I use an autoethnographical approach, coupled with existing research literature on Chinese learners and learning, to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning, and how they establish and justify their own sense of self-regulation in learning. It is found there is a hybrid of nuanced cultural meanings underneath the self-regulated learning experiences in the Chinese context.

The Role of Eportfolios in Finance Studies: A Cross-Country Study

This study explores the use of ePortfolios as an efficient assessment tool to support students pursuing a Business degree, where Finance is a major component. We conducted an analysis on the role of ePortfolios in Higher Education at Dublin Institute of Technology (Republic of Ireland) and at Universitat Jaume I (Spain) for undergraduate studies. Our findings suggest that ePortfolios could be used to facilitate and enhance students self-regulated learning experiences where the role of the instructor is fundamental at early stages—to ensure that the learning process comply with basic academic standards—and diminishes as students become familiar with their course requirements, the ePortfolio’s artefact’s and the quality of work that is expected. Overall, students’ judgment of the ePortfolio as a tool to complement their education was very positive as they found that their learning experience improved significantly and allowed them to benefit from breaks on their traditional learning approach. The initial evidence suggests that ePortfolios could be used to support technical and complex modules under a controlled environment that ensures that students do not lose focus from their core studies but simultaneously they are flexible enough to allow them to be creative and integrate their own ideas and views on their learning experience. This study allowed us to identify the need for further research looking to understand the characteristics and value of ePortfolios to support Finance Studies with the aim of enhancing assessment and learning strategies in Higher Education that foster student involvement in the learning process.