How instructors can use case based learning (CBL): CBL approach can inspire more self-regulated learning in students

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Situated Learning ◽  
Design Methodology ◽  
Self Regulation ◽  
Use Case ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Case Based Learning ◽  
Based Instruction ◽  
Case Based

Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Design/methodology/approach The authors carried out a literature review of SRL and CBL, including reviewing the theories of situated learning and constructivism. They then provided a detailed design presentation for using CBL with trainees. Findings The findings of the analysis enable a full, detailed approach to the application of CBL for practitioner use Originality/value Case-based instruction has not previously been directly linked to the self-regulation of learning.

Stimulating employee learning: the confluence of case-based and self-regulated learning

2020 ◽  
Vol 52 (3) ◽  
pp. 171-183 ◽  
Author(s):  
Paul Lyons ◽  
Randall Paul Bandura
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Analysis And Synthesis ◽  
Case Based Learning ◽  
Based Instruction ◽  
Employee Learning ◽  
Case Based

Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review and describe: some characteristics of adult learning, features and functions of self-regulated learning (SRL) and the instructional approach, case-based learning (CBL), followed by a synthesis of the information in the form of a detailed, CBL approach for practitioner use. Design/methodology/approach The approach used in this work is represented in the following phases. First, conduct a literature review of each of these areas: characteristics of adult learners, details of SRL and its components, accompanied by the expression of linkages among the concepts and CBL. This includes exploration of metacognition, as it relates to the self-regulation of learning. Also reviewed was CBL, including theory background. Literature reviews were aided by databases: Education Research Complete, Psych Info and ScienceDirect. The second substantive phase was to synthesize the information obtained in the reviews and analysis and create a detailed design presentation for using CBL with trainees. Findings The findings of the analysis and synthesis of information enable the expression of a complete, detailed approach to the application of CBL for practitioner use. A review of practices in CBL augmented with examination of important theories of situated cognition and constructivism assist in building a rationale as to how case-based instruction may improve individual and team/group self-regulation of learning. Practical implications Presented in the paper is a complete model of case-based instruction for practitioner use and refinement. Originality/value Case-based instruction has not been directly linked to the self-regulation of learning. This paper makes a contribution to the literature of CBL as well as to situational cognition.

The intersection of mindsets and self-regulated learning

2018 ◽  
Vol 32 (2) ◽  
pp. 1-4 ◽  
Author(s):  
Paul Lyons ◽  
Randall Bandura
Keyword(s):  
Design Methodology ◽  
Relevant Literature ◽  
Academic Research ◽  
Organizational Outcomes ◽  
Positive Outcomes ◽  
Employee Behavior ◽  
Improve Performance ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning

Purpose The purpose of this paper is to address the intersection of two important areas related to employee development: mindsets and self-regulated learning. These concepts suggest opportunities for managerial influence over employee behavior which may ultimately enhance organizational culture and functioning. Design/methodology/approach The concepts of mindsets and self-regulated learning are connected in such a way as to yield some managerial approaches to generate positive outcomes for organizations. A brief summary of the relevant literature provides a base for the positive organizational outcomes that may be obtained through a manager’s combined understanding of these two concepts. Findings Understanding how the concepts of mindsets and self-regulated learning are related can provide managers with tools to be used in encouraging employees toward a strengthened ability to learn, adapt, and become more valuable to the organization. Originality/value Useful approaches to boosting employees’ inclination to learn, adapt, change, and improve performance are developed from existing academic research.

Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach

2013 ◽  
Vol 12 (3) ◽  
pp. 338-358 ◽  
Author(s):  
Charlotte Dignath-van Ewijk ◽  
Oliver Dickhäuser ◽  
Gerhard Büttner
Keyword(s):  
Learning Environment ◽  
Situated Learning ◽  
Self Regulation ◽  
Teacher Ratings ◽  
Student Ratings ◽  
Observation Data ◽  
Teachers Perceptions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Observer Ratings

Teachers’ behavior in the classroom can be assessed from different perspectives using teacher ratings, student ratings, or classroom observations. This article presents an observation instrument to assess teachers’ promotion of self-regulated learning (SRL), capturing teachers’ instruction of self-regulation strategies as well as characteristics of the learning environment that should foster students’ self-regulation. Thirty-four classroom videotapes were systematically coded regarding teachers’ promotion of SRL. Moreover, student and teacher ratings were collected to compare different perspectives. For the prediction of students’ SRL, the value of observation data and of teacher and student ratings was analyzed. The results suggested that teacher and observer ratings did not agree, and that teacher and student ratings agreed to some extent. Regression analysis showed that the instruction of metacognitive strategies assessed through observations as well as through student ratings significantly predicted students’ SRL, whereas the ratings of the observed learning environment predicted student SRL and achievement negatively. In addition, teachers’ perceptions of fostering situated learning also predicted SRL of their students.

An active e-book to foster self-regulation in music education

2014 ◽  
Vol 11 (4) ◽  
pp. 254-269 ◽  
Author(s):  
Luca Andrea Ludovico ◽  
Giuseppina Rita Mangione
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Theoretical Research ◽  
Web Based ◽  
Content Type ◽  
Self Regulated Learning ◽  
Instrumental Music Education ◽  
Regulated Learning

Purpose – The purpose of this work is to analyze the concept of self-regulated learning and applying it to a web-based interface for music teaching. Design/methodology/approach – This work starts from a systematic review about music education and self-regulation during learning processes. Then, the paper identifies those meta-cognitive strategies that music students should adopt during their instrumental practice. The goal is applying such concepts to rethink the structure of a didactic e-book for instrumental music education. Thanks to the adoption of the Institute of Electrical and Electronics Engineers (IEEE) 1599 standard, the paper outlines a model of active e-book able to improve learners’ performances through proper cognitive and multi-modal scaffolds. In the last section, the design principles for an implementation will be proposed. Findings – This work applies theoretical research on self-regulated learning to the design and implementation of a working prototype. Research limitations/implications – A limitation is the lack of experimentation data, required to test the efficacy and effectiveness of the proposed e-book model and its impact on self-regulated music abilities. A validation strategy – e.g. based on scenarios – will be proposed in our future works, thanks to the support of music learning centres and focus groups composed by young Italian students. Originality/value – This work has been invited as an extension of the paper presented by the authors at EL2014 International Conference held in Lisbon. The previous work has been awarded as the best paper of the conference. In this extension, the authors provide further details about the proposed framework, highlighting in particular the implementation of scaffolds in the interface.

Coaching to enhance self-regulated learning

2017 ◽  
Vol 25 (4) ◽  
pp. 3-6 ◽  
Author(s):  
Randall Paul Bandura ◽  
Paul Lyons
Keyword(s):  
Literature Review ◽  
Design Methodology ◽  
Employee Performance ◽  
Extensive Literature ◽  
Organizational Success ◽  
Content Type ◽  
Self Regulated Learning ◽  
Extensive Literature Review ◽  
Regulated Learning

Purpose This paper aims to express the value of manager/supervisor coaching with the intent of improving employee self-regulated learning (SRL). It examines the concept of SRL and its components; how SRL can assist employee performance and contribute to organizational success; and ways in which managers may intervene with employees via coaching to assist employees’ learning. Design/methodology/approach This discussion of SRL and coaching is based on an extensive literature review of recent research regarding SRL. Findings There are many practical opportunities for managers to enhance SRL of employees through coaching in the workplace. Originality/value There are many practical opportunities for managers to enhance SRL of employees through coaching in the workplace.

Interruptions in online training and their effects on learning

2019 ◽  
Vol 43 (5/6) ◽  
pp. 490-504
Author(s):  
Jessica E. Federman
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Design Methodology ◽  
Online Training ◽  
Future Research ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
E Learning

Purpose The purpose of this paper is to identify the types of interruptions learners experience during online training and their effects on learning. Design/methodology/approach An internet-based survey was distributed to individuals who experienced interruptions during e-learning to uncover common characteristics. A conceptual framework relating interruption characteristics to self-regulatory facets of learning is discussed. Findings The study reveals that e-learners experience computer malfunctions, supervisors and family/friends as common sources of interruptions. The survey also reveals that interruptions are occasionally self-generated. Originality/value This paper synthesizes the interruption and self-regulated learning literatures and provides a framework for understanding how interruptions affect online learning. This framework can be used by practitioners and scholars for future research and testing interrupted e-learning.

Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

2018 ◽  
Vol 10 (2) ◽  
pp. 118-129
Author(s):  
Linda Carol Algozzini ◽  
Valencia Lavon Gabay ◽  
Shannon D. Voyles ◽  
Kimberly Bessolo ◽  
Grady Batchelor
Keyword(s):  
Higher Education ◽  
First Century ◽  
Individual Student ◽  
Change Model ◽  
Participatory Action ◽  
Content Type ◽  
Self Regulated Learning ◽  
Group Coaching ◽  
Regulated Learning

Purpose This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner. Design/methodology/approach The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation. Findings This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach. Practical implications The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive. Originality/value The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

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