scholarly journals Self-regulated learning lens on trainee perceptions of the mini-CEX: a qualitative study

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e026796
Author(s):  
Eva Kipen ◽  
Eleanor Flynn ◽  
Robyn Woodward-Kron
Keyword(s):  
Goal Setting ◽  
Geriatric Medicine ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Learning Framework ◽  
Regulated Learning ◽  
Workplace Based Assessment ◽  
Evaluation Exercise

ObjectivesThe formative aspect of the mini-clinical evaluation exercise (mini-CEX) in postgraduate medical workplace-based assessment is intended to afford opportunities for active learning. Yet, there is little understanding of the perceived relationship between the mini-CEX and how trainees self-regulate their learning. Our objective was to explore trainees’ perceptions of their mini-CEX experiences from a learning perspective, using Zimmerman’s self-regulated learning theoretical framework as an interpretive lens.DesignQualitative, using semi-structured interviews conducted in 2017. The interviews were analysed thematically.SettingGeriatric medicine training.ParticipantsPurposive sampling was employed to recruit geriatric medicine trainees in Melbourne, Australia. Twelve advanced trainees participated in the interviews.ResultsFour themes were found with a cyclical inter-relationship between three of these themes: namely, goal setting, task translation and perceived outcome. These themes reflect the phases of the self-regulated learning framework. Each phase was influenced by the fourth theme, supervisor co-regulation. Goal setting had motivational properties that had significant impact on the later phases of the cycle. A ‘tick box’ goal aligned with an opportunistic approach and poorer perceived educational outcomes. Participants reported that external feedback following assessment was critical for their self-evaluation, affective responses and perceived outcomes.ConclusionsTrainees perceived the performance of a mini-CEX as a complex, inter-related cyclical process, influenced at all stages by the supervisor. Based on our trainee perspectives of the mini-CEX, we conclude that supervisor engagement is essential to support trainees to individually regulate their learning in the clinical environment.

scholarly journals STUDENT SELF-REGULATED LEARNING (SSRL) DALAM MATA KULIAH BAHASA INGGRIS PADA MAHASISWA TAHUN KEEMPAT JURUSAN BAHASA INGGRIS FKIP UNIVERSITAS MUHAMMADIYAH TANGERANG

2018 ◽  
Vol 1 (01) ◽  
pp. 01-07
Author(s):  
Aidil Syah Putra ◽  
Nur Latifah
Keyword(s):  
Qualitative Research ◽  
Goal Setting ◽  
Help Seeking ◽  
English Language ◽  
Attention Control ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
Learning English

Learning English is the activity for getting the knowledge about English. English should be learned since the beginner level to the advance level. There are some characteristics of students in learning process at classroom, such as they can pay attention to the teacher, and have purpose in learn. It is called Self-Regulated Learning. The design of this research was descriptive qualitative research. The setting of this research is FKIP Universitas Muhammadiyah Tangerang. There were five classes English Language Department at Fourth Year English Language Department. From five class, there were choosing 30 students for the participant. In choosing the participants the researcher used purposive sampling. The researcher used questionnaire to collect the data, and used peer debriefing to check the trustworthiness of the data. The result showed that process of self-regulated learning that used by students were goal setting, planning, self-motivation, attention control, self-monitoring, help-seeking, and self-evaluation. The highest of total value was goal setting 440, self-monitoring with the total value 420, self-evaluation with the total value 410, self-motivation with the total value 392, help-seeking with the total value 306, planning with the total value 305, and the least is attention control with the total value 300. The highest of total value of self-regulated learning was goal setting. So, it can be concluded that the fourth year students of FKIP Universitas Muhammadiyah Tangerang had applied the process of self-regulated learning, the most implemented process was goal setting and the least process was attention control. Keywords: Self Regulated Learning, Learning English

Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

2019 ◽  
pp. 345-363 ◽  
Keyword(s):  
Academic Performance ◽  
Goal Setting ◽  
Positive Impact ◽  
Social Dimension ◽  
Online Environment ◽  
Self Regulated Learning ◽  
Five Factors ◽  
Regulated Learning ◽  
Students Satisfaction ◽  
Important Milestone

The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

scholarly journals Project Based Self-Regulated Learning as a Parenting Model to Increase the Attitude of Responsibility of Children Age 5-6 Years

2020 ◽  
Vol 3 (1) ◽  
pp. 61-70
Author(s):  
Kamtini Kamtini ◽  
Damaiwaty Ray ◽  
Dorlince Simatupang ◽  
Salsabila Hasiana Tanjung ◽  
Husni Wardi Tanjung
Keyword(s):  
Goal Setting ◽  
Research Method ◽  
Project Based Learning ◽  
Self Control ◽  
Test Results ◽  
Social Environments ◽  
Learning Models ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Model Project

Stimulating the attitude of responsibility to the child, should the child be given tasks that the child should accomplish. The Treatment that can be given to children is by using the concept of learning model project based learning. In addition, the child is also able to regulate or control himself. So the children know and work on their duties. This is called self-regulated learning, the child is able to choose decisions and self-control, self-initiated initiatives that include goal setting and setting efforts to achieve objectives, management of time, and set Physical and social environments. This research was done to find how the project based learning role when associated with self-regulated learning in the attitude of responsibilities of children age 5-6 years. This research method uses experimental research by testing the use of project-based self-regulated learning models on the child's responsibility. Based on the test results done then it is derived that the model of project based self-regulated learning can significantly improve the attitude of children’ responsibility. The attitude of responsibility will change significantly when the treatment is repeatedly done to children.

The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes

2013 ◽  
Vol 3 (2) ◽  
pp. 25-39
Author(s):  
Woon Jee Lee ◽  
Fengfeng Ke
Keyword(s):  
Online Survey ◽  
Self Regulation ◽  
Interaction Model ◽  
Learning Processes ◽  
Authentic Inquiry ◽  
Design Elements ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Learning Module ◽  
Regulated Learning

This study examined students’ self-regulated learning processes and satisfaction within an authentic, inquiry-based learning module in a graduate-level online course. In this design-based case study, a WebQuest-based, authentic learning module was developed to support self-regulated, collaborative discussions, and implemented with 22 graduate students at a large southeastern university in US. Online discussion transcripts were coded via the Online Learning Interaction Model, and learning satisfaction data were collected via an online survey. As a result, students’ social and knowledge-constructive interactions were closely associated with self-regulated processes. During group and class discussions, students were involved in planning and coordination interactions as well as those for reflection and self-evaluation. Students were generally satisfied with the design elements implemented in the authentic activities. The study findings provide insights on the design of the authentic and inquiry learning that supports both social and individual aspects of self-regulation processes.

scholarly journals Goal Setting and MOOC Completion

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Erwin Handoko ◽  
Susie L. Gronseth ◽  
Sara G. McNeil ◽  
Curtis J. Bonk ◽  
Bernard R. Robin
Keyword(s):  
Goal Orientation ◽  
Student Performance ◽  
Goal Setting ◽  
Time Management ◽  
Causal Attribution ◽  
Course Completion ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Performance

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.

scholarly journals Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance

2020 ◽  
Vol 30 (1) ◽  
pp. 36232
Author(s):  
John Sandars
Keyword(s):  
Goal Setting ◽  
Clinical Performance ◽  
Learning Processes ◽  
Use Of Self ◽  
Essential Factor ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Improved Performance

There is increasing interest in the importance of Self-Regulated Learning for the improvement of academic and clinical performance. Self-Regulated Learning is a dynamic and cyclical metacognitive process that coordinates an individual’s skill (techniques) and will (motivation) to achieve a clearly defined task. There are differences in key Self-Regulated Learning processes between high and low performers, especially goal setting and self-monitoring. Formative feedback on the use of key Self-Regulated Learning processes, which can be identified using microanalysis before, during and after an individual performs a specific task, can lead to improved performance. There is increasing awareness of the importance of both the social and educational environment on the use of Self-Regulated Learning, including the essential influence of the teacher. 

Self-regulated learning skills of prospective music teachers in Turkey

2020 ◽  
Vol 38 (3) ◽  
pp. 415-430
Author(s):  
Ebru Tuncer Boon
Keyword(s):  
Goal Setting ◽  
Music Teachers ◽  
Daily Practice ◽  
Male Students ◽  
Future Research ◽  
Learning Skills ◽  
Practical Applications ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Gender

The purpose of this study was to investigate self-regulated learning skills of prospective music teachers in Turkey ( N = 222). This study also investigated whether self-regulated learning skills of prospective music teachers differed according to their gender, academic year, daily practice hours, and most recent instrument exam grade. The data were collected through the Self-Regulated Learning Skills Scale developed by Turan. Analyses revealed that statistically significant differences were found between the Planning and Goal Setting subscale and gender variable. The female students had higher planning and goal setting compared to the male students. The results also showed that the male students were more dependent learners. Students whose instrument exam grade was between 76 and 100 had higher planning and goal setting skills. Prospective music teachers who practiced their instruments more than 3 hr a day showed higher self-regulated learning skills than those who practiced less. Implications for future research and practical applications are also discussed.

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