Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study

2017 ◽  
Vol 65 (4) ◽  
pp. 483-507 ◽  
Author(s):  
Leon R. de Bruin
Keyword(s):  
Qualitative Study ◽  
Learning Strategies ◽  
Interpretative Phenomenological Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Educational Practice ◽  
Creative Processes ◽  
Learning And Teaching ◽  
Dynamic Task ◽  
Regulatory Processes

The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians’ processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers’ complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers.

scholarly journals Diferencias individuales en aprendizaje autorregulado de estudiantes de los Grados de Educación: género, especialidad, notas y desempeño académico

2020 ◽  
Vol 38 (2) ◽  
pp. 453-473
Author(s):  
Nerea Larruzea-Urkixo ◽  
Maria Olga Cardeñoso Ramírez
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Learning Strategies ◽  
Self Regulation ◽  
Female Students ◽  
Male Students ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Regulatory Processes ◽  
Regulated Learning

Introducción: conocer las diferencias en los procesos de autorregulación del aprendizaje del alumnado actual es clave para la mejora de la formación en nuestras universidades. El objetivo de este estudio es analizar la variabilidad en dichos procesos en función del género, la especialidad, las notas (de acceso y de grado) y otras variables de desempeño académico. Método: participaron en el estudio 456 estudiantes (335 mujeres y 119 hombres) de los Grados en Educación Infantil y Primaria que completaron la versión en español del Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013) junto a datos relativos al desempeño académico. Resultados: Se mostró la existencia de diferencias en aprendizaje autorregulado en función del género, pero no de la especialidad ni de la interacción entre género*especialidad. También se reveló que las alumnas poseían mayor autorregulación que los alumnos tanto en variables motivacionales como en estrategias de aprendizaje. A continuación, se hallaron diferencias en aprendizaje autorregulado en función de la nota de acceso, de grado y de la interacción género*nota de grado. Aunque de manera general estos datos confirman que “a mayor nota de acceso, mejor autorregulación”, los resultados desvelaron un declive del alumnado con mejores notas de grado en varias subescalas exceptuando en aprendizaje entre iguales. Finalmente, se mostró que las alumnas perciben la carrera con mayor dificultad, dedican más horas y presentan un mejor rendimiento académico de lo esperado. Discusión: Estas diferencias entre el alumnado deberían ser consideradas para potenciar la autorregulación en las aulas. Introduction: Identifying differences in self-regulatory processes among current students is key to improve training in our universities. The aim of this study is to analyze the variability in the aforementioned processes according to gender, teaching specialty, grades (admission grade and grade point average, GPA) and other variables related to academic performance. Method: 456 Primary Education and Early Childhood Education students participated in the study (335 women and 119 men) by completing the Spanish version of the Motivated Strategies for Learning Questionnaire (Ramírez, Canto, Bueno & Echezarreta, 2013). Results: Differences were found in self-regulated learning based on gender, but not on specialty or on the interaction between gender*specialty. It was also shown that female students had greater self-regulatory skills than male students in both motivational variables and learning strategies. Besides, differences were found in self-regulated learning according to admission grade, grade point average and the interaction gender*grade point average. Although, overall, the data obtained confirm that "the higher the admission grade, the better self-regulatory skills", results revealed a decline among students with better grades in several subscales except for peer learning. Finally, it was shown that female students have a higher awareness of the degree’s difficulty, dedicate more hours and present a better academic performance than expected. Discussion: These differences between students should be considered in order to promote self-regulation in the classroom.

scholarly journals Promoting Students' Self-Regulatory Learning Skills in Online Intercultural Learning

2015 ◽  
Vol 1 ◽  
pp. 145
Author(s):  
Egle Gerulaitiene ◽  
Natalija Mažeikienė
Keyword(s):  
Learning Strategies ◽  
Study Skills ◽  
Self Regulation ◽  
Pedagogical Practices ◽  
Online Course ◽  
Learning Skills ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
Online Distance ◽  
Self Regulatory Learning

<em>The rapid growth of online distance education has implied the need to rethink delivery structures and pedagogical practices that were once appropriate (Beldarrain, 2006). Learning and teaching in a distance learning environment is a learning method that promotes interactivity, independence, and cooperation, creates favourable conditions for the students to work independently, improves accessibility of the studies, allows successfully handling work and studies and the same time, and ensures flexibility of the studies. Self-regulation is essential to the learning process. It can help students create better learning habits and strengthen their study skills, apply learning strategies to enhance academic outcomes, monitor their performance, and evaluate their academic progress (Zumbrunn et al., 2011).</em> <em>For students to be successful in an online course, it is necessary to work on pedagogical instruments and scenarios. <strong>The aim of the research</strong> presented in this article is to discuss the influence of online learning and pedagogical instruments and scenarios for promoting students’ self-regulatory learning skills.</em>

scholarly journals Activity Formation by Teachers of School Students’ Learning Strategies

2020 ◽  
Vol 12 (3) ◽  
pp. 95-109
Author(s):  
N.A. Chernyshova
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Self Regulation ◽  
Federal State ◽  
School Students ◽  
New Approach ◽  
Learning And Teaching ◽  
Subject Areas ◽  
State Educational ◽  
Paradoxical Results

Federal state educational standards for general education define the requirements for the results of mastering a general educational program (what to teach) and subject areas (where these educational results can be formed). However, methods, learning and teaching technologies for these competencies are not proposed. Despite of the obvious need to develop the self-regulation skills of learning, there are still no elements in the educational content that develop them. The article proposes a new approach to the design of the learning process focused on increasing motivation and developing school students’ learning strategies. The approach is based on a study conducted in 10 Moscow schools among students 8-10 grades an their teachers. The data was collected through a survey and focus groups. The purpose of this study was to identify the relation between the development of learning strategies and teachers' methods aimed at the formation of these learning skills. Paradoxical results were obtained: the less attention teachers pay to the teaching of learning strategies, the more they are developed among school students. Paradoxical results have been obtained: the less attention teachers pay to the development of learning strategies, the more they develop in school students. Based on the results analysis, a model for the formation of school students’ strategies in modern educational environment.

scholarly journals The Impact of the Australian and New Zealand College of Anaesthetists’ Specialist Examinations on Trainee Learning and Wellbeing: A Qualitative Study

2014 ◽  
Vol 42 (6) ◽  
pp. 736-744 ◽  
Author(s):  
J. M. Weller ◽  
M. Henning ◽  
R. Butler ◽  
A. Thompson
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Qualitative Study ◽  
Learning Strategies ◽  
Approaches To Learning ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
Potential Threat ◽  
Zealand College ◽  
The Impact

Assessment is an essential component of any medical specialist training program and should motivate trainees to acquire and retain the knowledge and skills essential for specialist practice, and to develop effective approaches to learning, essential for continuous professional development. Ideally, this should be achieved without creating an unreasonable burden of assessment. In this qualitative study we sought to investigate the underlying processes involved in trainees’ preparation for Australian and New Zealand College of Anaesthetists’ examinations, focusing on how the examinations helped trainees to learn the Australian and New Zealand College of Anaesthetists’ curriculum, and to identify any potential areas for improvement. We also explored the effect the examinations had on trainees’ lives, to identify if the examinations were a potential threat to their wellbeing. Using a phenomenological approach and purposive sampling, we conducted semi-structured interviews with post-fellowship trainees (n=20) selected from three different regions, with sampling continuing to achieve data saturation. We undertook a thematic analysis of the transcribed interview data utilising a general inductive approach. Our preliminary data suggest that, while the examinations are an important extrinsic motivator to learn and important for professional development, interviewees described many test-driven learning strategies, including rote learning and memorising past examination questions. A strong theme was the considerable impact on participants’ relationships and social activities for prolonged periods. Our findings support further research in this area and, in particular, into alternative testing strategies that might increase the proportion of time spent in useful study while decreasing less useful study time.

scholarly journals How to develop students’ approaches to learning: Experiences from a programme based on co-regulated learning

2017 ◽  
Vol 49 (2) ◽  
pp. 170-190
Author(s):  
Milan Stancic ◽  
Marija Bulatovic
Keyword(s):  
Learning Strategies ◽  
Help Seeking ◽  
Teaching Practice ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Self Evaluation ◽  
Regulated Learning ◽  
Before And After ◽  
Collaborative Activities

Starting from the insight that during their education students do not manage to learn how to learn, we created the programme called Blooming with the intention of enabling the students to reconsider their own approaches to learning by developing collaborative activities and relations in the classroom. The programme was realised in a secondary school class, and research goals were to explore the contribution of the programme to the change in students? approach to learning - regarding the learning motivation and strategies - and to obtain an insight into students? perspective of the benefits of the programme. The changes in learning strategies and students? motivation were investigated using the MSLQ before and after programme attendance. The data on the programme benefits were obtained via focus groups with students and analysed by the thematic content analysis. It has been established that the students achieved a significant improvement when it comes to the mastering of the learning strategies that refer to self-regulation, critical thinking, peer learning and help seeking. In addition, the students pointed out as benefits a different method of work and pleasant atmosphere, the feeling of autonomy in classes, as well as the development of a different understanding of the nature of knowledge, the learning process and instruction. The results indicate that the use of Bloom?s taxonomy as the tool for co-regulated learning and self-evaluation of students can contribute to the change in students? learning approaches. This finding is relevant for further considering of the possibility for this method to grow from a special programme into everyday teaching practice.

scholarly journals Self-regulation in Mathematics Courses for Engineering Based on Study and Research Paths

2019 ◽  
pp. 114-123
Author(s):  
Echavarría Cepeda Lenin Augusto ◽  
Díaz Barron Luis Rey ◽  
Hernández Vargas Yazpik
Keyword(s):  
Numerical Methods ◽  
Learning Strategies ◽  
Self Regulation ◽  
Research Work ◽  
Academic Programs ◽  
Systems Biotechnology ◽  
Self Regulated Learning ◽  
Automotive Systems ◽  
Regulatory Processes ◽  
Engineering Projects

Several studies have shown that there is a positive correlation between self-regulation and the academic performance of students. Self-regulated learning is the set of processes that the learners deploy to achieve their personal goals and that have to do with the learning strategies they use, with the answers they offer when evaluating the effectiveness of learning and with the motivations they have. To this end, the Study and Research Paths (SRPs) strategy is proposed to encourage better self-regulation processes in the students of the Unidad Profesional Interdisciplinaria de Ingeniería Campus Guanajuato (UPIIG) of the Instituto Politécnico Nacional (IPN). This strategy was proposed by Yves Chevallard within the framework of the Anthropological Theory of the Didactic and the World Questioning Paradigm. Students of the courses of Numerical Methods and Numerical Analysis of the academic programs of engineering in: Aeronautics, Automotive Systems, Biotechnology and Pharmaceutical formed the study group. This research work presents the analysis of the results of the initial phase of the measurement of the evolution of the self-regulatory processes that students use in the development of engineering projects that need the application of numerical methods for the analysis of situations, the decision making and the development of new products.

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

scholarly journals A qualitative study among patients with an inherited retinal disease on the meaning of genomic unsolicited findings

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Marlies Saelaert ◽  
Heidi Mertes ◽  
Tania Moerenhout ◽  
Caroline Van Cauwenbergh ◽  
Bart P. Leroy ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Interpretative Phenomenological Analysis ◽  
Age Of Onset ◽  
Genetic Diseases ◽  
Retinal Disease ◽  
Clinical Approach ◽  
Inherited Retinal Disease ◽  
Illness Experiences ◽  
Meaning Structure ◽  
Main Components

AbstractExome-based testing for genetic diseases can reveal unsolicited findings (UFs), i.e. predispositions for diseases that exceed the diagnostic question. Knowledge of patients’ interpretation of possible UFs and of motives for (not) wanting to know UFs is still limited. This lacking knowledge may impede effective counselling that meets patients’ needs. Therefore, this article examines the meaning of UFs from a patient perspective. A qualitative study was conducted and an interpretative phenomenological analysis was made of 14 interviews with patients with an inherited retinal disease. Patients assign a complex meaning to UFs, including three main components. The first component focuses on result-specific qualities, i.e. the characteristics of an UF (inclusive of actionability, penetrance, severity and age of onset) and the consequences of disclosure; the second component applies to a patient’s lived illness experiences and to the way these contrast with reflections on presymptomatic UFs; the third component addresses a patient’s family embedding and its effect on concerns about disease prognosis and genetic information’s family relevance. The complex meaning structure of UFs suggests the need for counselling procedures that transcend a strictly clinical approach. Counselling should be personalised and consider patients’ lived illness experiences and family context.

A Qualitative Study of Developing Competency in Thyroid Surgery: A Resident’s Perspective With 5 Year Follow Up

2021 ◽  
pp. 000348942199691
Author(s):  
Gabriela DeVries ◽  
Megan Rudolph ◽  
Howard David Reines ◽  
Philip E. Zapanta
Keyword(s):  
Qualitative Study ◽  
Learning Strategies ◽  
Thyroid Surgery ◽  
Washington Dc ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Surgical Specialty ◽  
Long Term Follow Up ◽  
The Individual

Objectives: The Accreditation Council for Graduate Medical Education has guidelines on assessing surgical qualifications based on experience. Attending surgeons have various assumptions on how their trainees learn and acquire surgical skills. This study primarily investigates the resident’s perspective on gaining experience and achieving competency in thyroid surgical procedures. Methods: A qualitative study using semi-structured interviews was designed to derive themes that discuss the acquisition of competency in thyroid surgery. After IRB approval, data was collected from 2012 to 2014 at 4 academic centers in the Washington, DC area. Fourteen chief residents specializing in either general surgery or otolaryngology were interviewed until saturation was achieved. These semi-structured interviews were transcribed and broken up into codes utilizing Moustakas’ analysis. A comprehensive list of master themes in regards to achieving competency in thyroid surgery was developed. A follow up survey of the surgeons was undertaken at 5 years to determine if the perceptions during residency persisted in practice. Results: Surgical specialty residents experience and learn thyroid surgery in 5 learning themes: 1. Self—directed learning is significant during residency. 2. Repetition with graduated autonomy is key. 3. Effective mentors are competent surgeons who challenge residents and use positive teaching techniques. 4. Residents employ active learning through the “see one, do one, teach one” philosophy. 5. Learning from complexity is of importance to residency training. After several years in practice, the most important theme in learning after residency was repetition of cases. Conclusions: This study demonstrates how residents progress in approaching competency in thyroid surgery. Adult learning strategies are preferred, and programs should incorporate tailored techniques to meet the individual needs of the residents. Perceptions of what is most important shifted in long-term follow up. Further study is needed to assure competency in residency and in practice.

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