scholarly journals The RECAP and SCAFFOLDS Frameworks: Engaging Students in Self-Reflection and Self-Regulation Within Online Learning

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Carrie Hagan ◽  
Mathew Callison ◽  
Alexandria Fox
Keyword(s):  
Student Engagement ◽  
Self Regulation ◽  
Student Feedback ◽  
Learning Activities ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Diverse Backgrounds ◽  
User Data ◽  
Reflection On Practice

This case study will focus on the authors’ efforts to engage students in one asynchronous, online undergraduate legal pipeline course, and the substantive revisions made to the course over three years to increase student engagement, self-reflection, self-regulation, and metacognition. A “pipeline” program is designed to identify, support, and guide students from diverse backgrounds to the graduate level field of their interest (Cunningham & Steele, 2015). In this paper, the authors will discuss their initial efforts to engage students and facilitate self-regulation, and the substantive revisions made based on user data for two subsequent offerings of the course. The authors will describe two strategic uses of the learning management system (LMS) to increase student engagement and self-regulated learning. First, the authors detail a weekly reflection and engagement routine that was developed to address concerns regarding student-to-faculty engagement identified during the first version of the course. Second, the authors outline a scaffolded multi-week skills-based activity that was developed to reinforce a critical course learning objective and help students monitor their own learning progress. During each iteration of the course, user data collected from the LMS and other integrated tools, along with student feedback and instructor and designer reflection on practice, informed substantive revisions to the learning activities described. Over three versions of the course, data suggest increased engagement, self- reflection, and self-regulation. Finally, the authors will reflect on the implications of their work and possible applications to other settings.

scholarly journals Innovation through i2Flex: The Transformation of a Classic in the Humanities Program

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Kathleen Jasonides ◽  
Janet Karvouniaris ◽  
Amalia Zavacopoulou
Keyword(s):  
Performing Arts ◽  
New Technology ◽  
Student Feedback ◽  
Learning Activities ◽  
Face To Face ◽  
Visual And Performing Arts ◽  
Essential Questions ◽  
History Of ◽  
Course Format

Innovative since its inception, the ACS Honors Humanities program has a long history of more than 40 years as an interdisciplinary team-taught course that examines essential questions through literature, visual and performing arts, philosophy and history.  This innovative approach has continued to motivate successive teaching teams to modify and enhance a program that challenges students academically, utilizing the best possible resources and taking advantage of new technology. In this article, we present one in-depth case study where we explain how we transformed the Honors Humanities course from Face To Face to i2Flex. We will describe and present examples of how we redesigned the course format and presentation, learning activities and assessment. We present data on student feedback and our findings regarding the benefits and challenges of adopting the i2Flex methodology for this course.

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 Value of Metacognition and Reflectivity in Computer-Based Learning Environments

2016 ◽  
pp. 105-136
Author(s):  
Sammy Elzarka ◽  
Valerie Beltran ◽  
Jessica C. Decker ◽  
Mark Matzaganian ◽  
Nancy T. Walker
Keyword(s):  
Learning Environments ◽  
Real World ◽  
Self Regulation ◽  
Future Research ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Real World Application ◽  
Regulated Learning ◽  
Computer Based

The purposes of this chapter are threefold: to explore the research on and relationships among metacognition, reflection, and self-regulated learning; to analyze students' experiences with metacognition, reflection, and self-regulated learning activities in computer-based learning (CBL) courses; and to provide strategies that can be used in a CBL environment to promote students' metacognition, reflection, and self-regulation. A review of underlying frameworks for and prior study findings in metacognition and reflection are presented. Case study findings are also described and form the basis for the suggested strategies. The value and implications of using such strategies are also offered. Finally, future research should address the teaching of metacognition and reflection in CBL environments with an emphasis on real world application.

“Down Woodward”: A Case Study of Empowering Youth to See and Disrupt Segregation Using Photovoice Methods

2020 ◽  
Vol 36 (1) ◽  
pp. 34-67
Author(s):  
Adriana Aldana ◽  
Katie Richards-Schuster ◽  
Barry Checkoway
Keyword(s):  
Practical Method ◽  
Metropolitan Region ◽  
Youth Empowerment ◽  
Multiple Sources ◽  
Cultural Economic ◽  
Youth Policy ◽  
Self Reflection ◽  
Adolescent Girls And Boys ◽  
Diverse Backgrounds

This case study examined how the Michigan Youth Policy Fellows program—which aimed to create a space for a team of adolescents to engage in a collaborative photovoice project with peers from diverse backgrounds—empowered young people to critically analyze and interrupt racial segregation. The study describes how nine racially and socioeconomically diverse adolescent girls and boys (14–17 years old), from the inner city and suburbs of Detroit, collectively evaluated the cultural, economic, and racial markers of differences found along one of the region’s thoroughfares, Woodward Avenue. The case study used multiple sources of data, collected over 8 years from 2006 to 2014, and a hybrid inductive-deductive analysis approach to examine the process of youth empowerment. The collaborative nature of the photovoice tour helped youth move from critical self-reflection of lived experiences to a collective understanding of segregation and inequality in the metropolitan region. The findings also suggest that engagement in a photovoice project fostered collective action through intergroup advocacy and supported youths’ civic development. As a practical method, the case study demonstrates that photovoice is a useful tool for group empowerment with adolescents.

What makes practice perfect? How tertiary piano students self-regulate play and non-play strategies for performance success

2021 ◽  
pp. 030573562110109
Author(s):  
Akiho Suzuki ◽  
Helen F Mitchell
Keyword(s):  
Assessment Tool ◽  
Self Regulation ◽  
Performance Evaluations ◽  
Music Students ◽  
Practice Session ◽  
Score Study ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Piano Students ◽  
Study Task

Self-regulated practice is critical to musicians’ development, but it is unclear what components of practice contribute to performance quality. This study aimed to explore tertiary music students’ practice using performance evaluations as indicators of practice efficacy. Five tertiary piano students prepared a quick study task of two pieces for a mock performance, in 2 hours over 2 days. An expert panel evaluated the mock performances and performers were ranked accordingly. Practice session recordings and interview transcripts were analysed according to the three phases of Self-Regulated Learning (forethought, performance, self-reflection) and linked to the pianists’ final performance evaluations. Successful pianists planned their practice and set interpretative goals, while their less successful peers practiced reactively without planning. The highest-ranked pianist’s self-regulation was facilitated by non-play practice which involved taking long pauses and using strategies such as score study, mark score, and listen to own recording. The lowest-ranked pianist failed to identify problems or self-evaluate effectively. Future studies should explore the use and content of non-play practice strategies, especially self-recording, to empower music students to develop and self-regulate their practice. The quick study task provided an effective practice assessment tool and could be used to diagnose and track practice approaches.

scholarly journals Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

2013 ◽  
Vol 2013 ◽  
pp. 1-18 ◽  
Author(s):  
Timothy J. Cleary ◽  
Peter Platten
Keyword(s):  
High School Students ◽  
Rating Scales ◽  
Self Regulation ◽  
Assessment Tools ◽  
Self Report ◽  
Self Regulated Learning ◽  
Field Note ◽  
Regulated Learning ◽  
Assessment Approach

Four high school students received 11 weeks of a self-regulated learning (SRL) intervention, called the Self-Regulation Empowerment Program (SREP), to improve their classroom-based biology exam scores, SRL, and motivated behaviors. This mixed model case study examined the correspondence between shifts in students’ strategic, regulated behaviors with their performance on classroom-based biology tests. The authors used traditional SRL assessment tools in a pretest-posttest fashion (e.g., self-report questionnaires, teaching rating scales) and gathered SRL data during the intervention using field note observations and contextualized structured interviews. This multidimensional assessment approach was used to establish convergence among the assessment tools and to facilitate interpretation of trends in students’ biology test performance relative to their SRL processes. Key themes in this study included the following: (a) the close correspondence between changes in students SRL, biology exam performance, and SREP attendance; (b) individual variability in student performance, SRL behaviors, and beliefs in response to SREP; and (c) the importance of using a multi-dimensional assessment approach in SRL intervention research. Furthermore, this study provided additional support for the potential effectiveness of SREP in academic contexts.

scholarly journals Middle School Students' Reported Self-Regulation Strategies in Completing Online Mathematics Homework

2021 ◽  
Author(s):  
Pepper Erlinger
Keyword(s):  
Middle School ◽  
Self Regulation ◽  
Social Assistance ◽  
High Achievement ◽  
Descriptive Case Study ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Regulation Strategies ◽  
Mathematics Homework

The purpose of this qualitative descriptive case study is to benefit our understanding of the potential of online homework as it relates to developing and supporting students’ self-regulated learning (SRL). This descriptive case study explores the use of self-regulated learning (SRL) strategies reported by students in the context of completing online mathematics homework (OHW). Eighth-grade students (10 total) from a traditional middle school were interviewed using a validated data collection instrument, the Self-Regulated Learning Interview Schedule or SRLIS (Zimmerman & Martinez-Pons, 1986, 1988). Students’ open-ended responses were interpreted using a framework of self-regulation theory and coded using 14 self-regulation strategies to identify the strategies used and to understand differences or similarities among students among different achievement groups (low or high). Students reported using a variety of SRL strategies while completing OHW. All but two students reported goal-setting and planning and seeking social assistance (from teachers, adults, and peers). Additionally, this study identified two new categories of seeking non-social assistance—online resources in general and those from the Khan Academy in particular. Among achievement groups, students in the high-achievement group reported greater use of the cognitive SRL strategy organizing and transforming, whereas students in the low-achievement group had more recurrent reports of no strategy. Students in the low-achievement group reported use of the motivational SRL strategies, environmental structuring and self-consequences, whereas students in the high-achievement group reported no use of motivational SRL strategies, but instead reported parent-initiated involvement.

scholarly journals ENHANCING LIFELONG LEARNING AWARENESS IN THE FACULTY OF ENGINEERING AT MCGILL UNIVERSITY

2018 ◽  
Author(s):  
Maria Orjuela-Laverde ◽  
Nasim Razavinia ◽  
Laurent Mydlarski
Keyword(s):  
Lifelong Learning ◽  
Engineering Students ◽  
Self Regulation ◽  
Assessment Method ◽  
Self Reflection ◽  
Systematic Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mcgill University ◽  
Definition Of

 Abstract – The theoretical approach to Lifelong Learning used in this paper introduces findings in the field of Self-Regulated Learning (SRL). We are using Nilson’s [4] definition of SRL, which states that self-regulation "encompasses the monitoring and managing of one’s cognitive processes, as well as the awareness of and control over one’s emotions, motivations, behavior, and environment as related to learning." The principles that guide SRL, as proposed by Schunk and Zimmerman [6-8] are: 1) Forethought; 2) Performance/volitional control and; 3) Self-reflection. Following the definition and principles suggested in the SRL literature, activities were designed to develop and strengthen engineering students’ self-regulated learning skills and awareness of such competencies. At McGill University, the Faculty of Engineering is pursuing a systematic assessment method of lifelong learning awareness by the way of activities that target the first- and final-year students.

scholarly journals Metacognitive Awareness and Academic Self-Regulation of HEI Students

2021 ◽  
pp. 161-172
Author(s):  
Eduard Balashov ◽  
Ihor Pasichnyk ◽  
Ruslana Kalamazh
Keyword(s):  
Academic Success ◽  
High Performance ◽  
Self Regulation ◽  
Rank Correlation ◽  
Correlation Coefficients ◽  
Metacognitive Awareness ◽  
Learning Activities ◽  
Learning Activity ◽  
Self Regulated Learning ◽  
Regulated Learning

The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison’s questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson’s and Spearmen’s rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.

scholarly journals Highlights from a model for remote delivery of pharmacy laboratory courses: Design, implementation and student feedback

2020 ◽  
pp. 49-51
Author(s):  
D. Hammoudi Halat ◽  
M. Cherfan ◽  
N. Mourad ◽  
M. Rahal
Keyword(s):  
Motor Skills ◽  
Student Feedback ◽  
Learning Activities ◽  
Student Experiences ◽  
Laboratory Courses ◽  
Learning Platform ◽  
Perceptions And Attitudes ◽  
International University ◽  
Structured Questionnaire

Laboratory courses constituted a major challenge to remote learning, particularly with limited previous experience in virtual delivery. This case study aims to describe a model used for remote delivery of laboratory courses for students at Lebanese International University, School of Pharmacy, and to report student experiences, perceptions and attitudes through a structured questionnaire. Google Classroom was used as the learning platform, with synchronous and asynchronous teaching. Videos were used to simulate experiments; assignments, reports and quizzes were used for assessments. A total of 329 students responded to the questionnaire. The majority reported a good experience and satisfaction; 62% believed that simulation videos were of good quality, easy to access and were of reasonable length. Gaps detected were deficient practice (44%), lack of experience with instruments (46%), and poor motor skills (49%). Students expressed preference for experiments videotaped by their instructors. Overall, this model was well received, and provided an alternative to remotely deliver practical courses. This study assists in preparation of future remote laboratory learning activities.

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