scholarly journals Using a microanalysis intervention to examine shifts in musicians’ self-regulated learning

2020 ◽  
pp. 030573562091526
Author(s):  
Margaret S Osborne ◽  
Gary E McPherson ◽  
Peter Miksza ◽  
Paul Evans
Keyword(s):  
Help Seeking ◽  
Practice Session ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Three Phase ◽  
Regulated Learning ◽  
Lower Ability ◽  
Performance Ability ◽  
Self Instruction

The purpose of this study was to explore the effects of using a self-directed practice diary on conservatory pianists’ self-regulated learning tendencies. We sought to determine whether the implementation of a self-directed practice diary based on the three-phase model of self-regulated learning would lead students to gradually demonstrate more self-regulated learning tendencies across a semester of practicing, and if the type and quality of their self-regulated learning tendencies varied as a function of performance ability. A marked and consistent improvement in metacognitive monitoring skills was observed across the semester for all seven participants. Variations between lower and higher ability students were most pronounced in the Forethought stage, with higher ability pianists reporting fewer goals and strategies and higher self-motivational beliefs than their lower ability counterparts. In the Performance phase, higher ability students invested more effort in help seeking and structuring their practice environment, and lower ability students reported more self-instruction. In the Self-Reflection phase, higher ability pianists reported being more focused in the practice session. Suggestions for further refinement of the technique to improve musicians’ ability to master their learning and achieve their personal best are provided.

scholarly journals Applying self-regulated learning microanalysis to study musicians’ practice

2017 ◽  
Vol 47 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Gary E. McPherson ◽  
Margaret S. Osborne ◽  
Paul Evans ◽  
Peter Miksza
Keyword(s):  
Educational Interventions ◽  
Music Students ◽  
First Year ◽  
Music School ◽  
Self Reflection ◽  
Music Practice ◽  
Self Regulated Learning ◽  
Three Phase ◽  
Regulated Learning ◽  
Behavioural Aspects

This article describes the development of a music practice microanalysis protocol that is based on the three-phase model of self-regulated learning (i.e., Forethought, Performance, and Self-Reflection). Up until now, most studies on music practice have tended to focus on behavioural aspects. The expanded view presented here outlines a technique for mapping the types of behaviours (actions), cognition (thoughts), and affect (feelings) that can help focus musicians’ practice. To explain the technique, we describe the practice of two first year Bachelor of Music students studying at a prominent university music school who are compared at three time points across one semester as they prepare an étude for a performance exam. These case studies demonstrate two broadly contrasting self-regulated learning profiles of how microanalysis can be used to cue students to think about what they are doing and then reflect critically on the strategies they can use to improve their playing. As a technique, microanalysis can inform educational interventions aimed at breaking the cycle of habits that typify musical practice by encouraging musicians to become more behaviourally, metacognitively, and motivationally involved in their own learning.

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 The role of self-regulated learning Strategies on learners’ Satisfaction in Massive Open Online Course (MOOC): Evidence from Malaysia MOOC

2019 ◽  
Vol 8 (10) ◽  
pp. 2286-2290
Keyword(s):  
Learning Strategies ◽  
Help Seeking ◽  
Partial Least Square ◽  
Least Square ◽  
Learning Context ◽  
Massive Open Online ◽  
Diverse Range ◽  
Self Regulated Learning ◽  
Regulated Learning

Learning in Massive Open Online Courses (MOOCs) necessitates learners to be capable of self-regulating their learning in order to oversee and adapt their behaviour and actions in certain learning settings. Studies have highlighted that learners who have good control of self-regulation in their learning, either formal or informal learning contexts, utilise more competent learning strategies in online learning context. Nevertheless, MOOCs attract a diverse range of learners, each with different experience and satisfaction. The aim of this study is to examine the role of self-regulated learning (SRL) and its components (time management, planning, self-evaluation, and help-seeking) on learners’ satisfaction in MOOC. Data were collected from 281 learners of a Malaysia MOOC namely Asas Keusahawanan (Introduction to Entrepreneurship), in the second semester of the Malaysian universities academic calendar. A cross-sectional web-based survey was applied and a Partial Least Square (PLS) approach was use for analysing data. Findings indicated that all of SRL components except help-seeking are important factors for explaining learners’ satisfaction in a MOOC. This study provides useful suggestions for the course designers of MOOCs platforms, and the facilitators in engaging learners with suitable SRL strategies and increase the level of course satisfaction.

DEVELOPMENT OF A QUESTIONNAIRE TO MEASURE CO-REGULATED LEARNING STRATEGIES DURING COLLABORATIVE SCIENCE LEARNING

2016 ◽  
Vol 15 (1) ◽  
pp. 68-78
Author(s):  
Eunice Eyitayo Olakanmi
Keyword(s):  
Learning Strategies ◽  
Help Seeking ◽  
Science Learning ◽  
Science Students ◽  
Validity And Reliability ◽  
Self Regulated Learning ◽  
Reliable Instrument ◽  
Regulated Learning ◽  
Help Giving ◽  
Effective Instrument

The purpose of this research was to develop a questionnaire that measures students’ self and co-regulated learning processes during science learning. An instrument named Co-regulated Strategies for Learning Questionnaire (CRSLQ) was developed, and its validity and reliability were analysed. Factor analytic evidence from a sample (n=214) of science students indicated that the 21 items CRSLQ consists of four constructs: monitoring, help-seeking and help-giving, efforts regulation, and planning. Cronbach’s Alpha (α) coefficients were calculated for the reliability of CRSLQ scales which ranged from 0.87 to 0.92 and 0.95 for the entire questionnaire. Additional analysis with a second sample (n=40) showed that CRSLQ was an effective instrument for measuring co-regulated learning strategies during collaborative science learning. According to these results, the CRSLQ can be used as a valid and reliable instrument in science education. Key words: collaborative learning, co-regulated learning, efforts regulation, help-seeking and help-giving, monitoring, planning, science learning, self-regulated learning.

Self-Regulated Learning as a Method to Develop Scientific Thinking

2015 ◽  
pp. 1189-1214
Author(s):  
Erin E. Peters Burton
Keyword(s):  
Nature Of Science ◽  
Self Regulation ◽  
Scientific Thinking ◽  
Scientific Enterprise ◽  
Self Monitoring ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Evaluation Of Performance ◽  
Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education

2020 ◽  
Vol 10 (1) ◽  
pp. 1-20
Author(s):  
Elena Cano García ◽  
Laura Pons-Seguí
Keyword(s):  
Teacher Education ◽  
Help Seeking ◽  
Self Regulation ◽  
Peer Feedback ◽  
Task Value ◽  
Initial Teacher Education ◽  
Control Group ◽  
Learning To Learn ◽  
Self Regulated Learning ◽  
Regulated Learning

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.

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

2018 ◽  
pp. 31 ◽  
Author(s):  
Adolfina Pérez ◽  
Victoria Irene Marín ◽  
Gemma Tur
Keyword(s):  
Student Teachers ◽  
Information Management ◽  
Personal Information ◽  
Information Aggregation ◽  
Management Tools ◽  
Self Reflection ◽  
Personal Learning ◽  
Traditional Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning

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.

scholarly journals Pengembangan Bahan Ajar Analisis Real Untuk Memfasilitasi Self Regulated Learning Mahasiswa

2019 ◽  
Vol 9 (1) ◽  
pp. 61-74
Author(s):  
Ranisa Junita ◽  
Roseli Theis
Keyword(s):  
Model Development ◽  
Depth Information ◽  
Real Analysis ◽  
Teaching Materials ◽  
Self Regulated Learning ◽  
Quality Of Teaching ◽  
Regulated Learning ◽  
Addie Model ◽  
Real Self

Abstrak Pengembangan bahan ajar disesuaikan dengan karakteristik dan kebutuhan mahasiswa. Menurut Branch (2009), pengembangan suatu produk berpusat kepada mahasiswa, salah satu strategi yang paling banyak dikenal untuk membantu mahasiswa memahami dan mengingat materi yang dibaca mahasiswa adalah Strategi PQ4R (Preview, Question, Read, Reflect, Recite dan Review). Strategi ini membantu mahasiswa untuk menata informasinya secara bermakna, mengajukan, pertanyaan, merefleksi, dan mengulasnya. Langkah-langkah dalam strategi PQ4R dapat membantu mahasiswa dalam mengorganisasi teks, dan mengatur dirinya sendiri untuk memperoleh informasi lebih mendalam dengan elaborasi yang lebih luas. Sehingga mahasiswa lebih mandiri dalam belajar. Kemandirian dalam belajar diistilahkan dengan Self Regulated Learning. Model Pengembangan bahan ajar analisis real untuk memfasilitasi self regulated learning mahasiswa yaitu dengan model ADDIE. Tahapan ADDIE adalah (1) Analisis, (2) Perancangan, (3) Pengembangan, (4) Implementasi dan (5) Evaluasi. Kelayakan dan kualitas bahan ajar ditentukan dengan indikator valid, praktis, dan efektif. Validitas bahan ajar ditilik pada aspek materi dan desain bahan ajar, dan praktikalitas dilihat pada uji coba terbatas kepada 10 mahasiswa. Semua instrumen yang digunakan dalam penelitian ini divalidasi kepada 2 orang validator yang merupakan dosen pendidikan matematika FKIP Universitas Jambi. Hasil yang diperoleh, Instrumen sudah dinyatakan layak untuk digunakan. Sedangkan hasil pengembangan bahan ajar analisis real dinyatakan valid dan praktis.   Kata Kunci: Analisis Real, Self Regulated Learning   Abstract Development of teaching materials tailored to the characteristics and needs of students. According to Branch (2009), the development of a product centered on students, one of the most well-known strategies to help students understand and remember material read by students is the PQ4R Strategy (Preview, Question, Read, Reflect, Recite and Review). This strategy helps students to organize their information meaningfully, ask questions, reflect, and review it. The steps in the PQ4R strategy can help students organize the text, and organize themselves to obtain more in-depth information by means of broader elaboration. So that students will be more independent in learning. Independence in learning is termed Self Regulated Learning. Model Development of real analysis teaching materials to facilitate student self-regulated learning, namely the ADDIE model. ADDIE stages are (1) Analysis, (2) Design, (3) Development, (4) Implementation and (5) Evaluation. The quality of teaching materials is determined by valid, practical, and effective indicators. The validity of teaching materials is seen in the material aspects and design of teaching materials, and the practice seen in the trial is limited to 10 students and 1 lecturer. All instruments used in this study were validated to 2 validators who were lecturers in mathematics education FKIP Jambi University. The results obtained, the instrument has been declared eligible for use. While the results of developing real analysis teaching materials are declared valid and practical. Kata Kunci: Analisis Real, Self Regulated Learning

scholarly journals Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design

2021 ◽  
Vol 23 (2) ◽  
pp. 20-36
Author(s):  
Ünal Çakıroğlu ◽  
Mücahit Öztürk
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Time Management ◽  
Help Seeking ◽  
Flipped Classroom ◽  
Course Design ◽  
Testing Time ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Centred Learning

AbstractConsiderable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.

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