scholarly journals SELF-REGULATED LEARNING MICROANALYSIS FOR THE STUDY OF THE PERFORMANCE OF CLINICAL EXAMINATIONS BY PHYSIOTHERAPY STUDENTS

2019 ◽  
Author(s):  
Raquel Medina ◽  
Daniel David Álamo-Arce ◽  
Felipe Rodríguez de Castro ◽  
Dario Cecilio Fernandez ◽  
John Sandars ◽  
...  
Keyword(s):  
Strategic Planning ◽  
Clinical Examination ◽  
Learning Processes ◽  
The Self ◽  
Rater Reliability ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
Physiotherapy Students

Abstract Background Understanding how health sciences students learn to perform clinical examinations is required to inform feedback that improves performance. Self-regulated learning (SRL) is an essential component of effective feedback. The key self-regulated learning processes can be identified using microanalysis. Self-regulated learning microanalysis is increasingly used to assess and inform the training of clinical skills in medical education but there are no studies on the use of self-regulated learning microanalysis to understand the performance of clinical examination by physiotherapy students. The aim of this study was to evaluate the feasibility of using self-regulated learning microanalysis to understand how physiotherapy students use key self-regulated learning processes while performing a clinical examination. Method SRL microanalysis assessed the self-regulated learning processes of second year physiotherapy students of a Spanish university (n= 26) as they performed a goniometric evaluation. An analysis of inter-rater reliability was also performed to evaluate the degree of agreement among raters. Results There were differences in the use of key self-regulated learning processes between successful (n= 15: 57.0%) and unsuccessful performers (n= 11: 43.0%), with differences in strategic planning, self-monitoring and the self-evaluation phases. There was good inter-rater reliability for scoring strategic planning (k=0.792), self-monitoring (k=0.946) and self-evaluation (k=0.846). Conclusion SRL microanalysis is a feasible approach to identify the key self-regulated learning processes of the performance of clinical examination by physiotherapy students. Further research with larger number of students and a variety of tasks is recommended.

scholarly journals Self-Regulated Learning Microanalysis For The Study Of The Performance Of Clinical Examinations By Physiotherapy Students

2020 ◽  
Author(s):  
Raquel Medina ◽  
Daniel David Álamo-Arce ◽  
Felipe Rodríguez de Castro ◽  
Dario Cecilio Fernandez ◽  
John Sandars ◽  
...  
Keyword(s):  
Pilot Study ◽  
Strategic Planning ◽  
Student Performance ◽  
Clinical Skill ◽  
Potential Usefulness ◽  
Rater Reliability ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Physiotherapy Students

Abstract Background Students require feedback on their self-regulated learning (SRL) processes to improve the performance of clinical examinations. The key SRL processes used by students can be identified by SRL-micro-analysis but, this method has not been previously applied to physiotherapy students. The aim of this pilot study was to test a research design that might allow the evaluation of the potential usefulness of SRL microanalysis for the identification of key SRL processes used by physiotherapy students during the performance of a clinical examination skill.. The objectives of the pilot study were: 1) to evaluate whether SRL-microanalysis could identify differences in the use of SRL processes between successful and unsuccessful students; 2) to evaluate the reliability of SRL microanalysis ratings produced by different assessors.Methods SRL-microanalysis was used with second year physiotherapy students of a Spanish university (n= 26) as they performed a goniometric task. The task required students to obtain a goniometric measurement of the shoulder joint of a peer. Two assessors evaluated student performance and conducted the SRL- microanalysis with all students. An analysis of inter-rater reliability was performed to evaluate the degree of agreement between assessors. Results The SRL-microanalysis revealed differences in the use of key SRL processes between successful (n= 15: 57.0%) and unsuccessful performers (n= 11: 43.0%): The differences were particularly evident in strategic planning and self-monitoring skills. There was good inter-rater reliability for scoring of strategic planning (k=0.792), self-monitoring (k=0.946) and self-evaluation (k=0.846).Conclusion The use of SRL microanalysis characterized the key SRL processes of physiotherapy students performing a clinical skill with reliability between the assessors. This pilot study supports the potential usefulness of SRL-microanalysis for the identification of key SRL processes in physiotherapy education. Therefore, this study paves the way to the development of a full study, with a larger number of students and more diverse clinical tasks, to evaluate the SRL processes in successful and unsuccessful students.

scholarly journals SELF-REGULATED LEARNING MICROANALYSIS FOR THE STUDY OF THE PERFORMANCE OF CLINICAL EXAMINATIONS BY PHYSIOTHERAPY STUDENTS

2020 ◽  
Author(s):  
Raquel Irina Medina-Ramírez ◽  
Daniel David Álamo-Arce ◽  
Felipe Rodríguez-Castro ◽  
Dario Cecilio-Fernandes ◽  
John Sandars ◽  
...  
Keyword(s):  
Pilot Study ◽  
Strategic Planning ◽  
Student Performance ◽  
Clinical Skill ◽  
Potential Usefulness ◽  
Rater Reliability ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Physiotherapy Students

Abstract Background Students require feedback on their self-regulated learning (SRL) processes to improve the performance of clinical examinations. The key SRL processes used by students can be identified by SRL-micro-analysis but, this method has not been previously applied to physiotherapy students. The aim of this pilot study was to test a research design that might allow the evaluation of the potential usefulness of SRL microanalysis for the identification of key SRL processes used by physiotherapy students during the performance of a clinical examination skill. The objectives of the pilot study were: 1) to evaluate whether SRL-microanalysis could identify differences in the use of SRL processes between successful and unsuccessful students; 2) to evaluate the reliability of SRL microanalysis ratings produced by different assessors.Methods SRL-microanalysis was used with second year physiotherapy students of a Spanish university (n= 26) as they performed a goniometric task. The task required students to obtain a goniometric measurement of the shoulder joint of a peer. Two assessors evaluated student performance and conducted the SRL- microanalysis with all students. An analysis of inter-rater reliability was performed to evaluate the degree of agreement between assessors. Results The SRL-microanalysis revealed differences in the use of key SRL processes between successful (n= 15: 57.0%) and unsuccessful performers (n= 11: 43.0%): The differences were particularly evident in strategic planning and self-monitoring skills. There was good inter-rater reliability for scoring of strategic planning (k=0.792), self-monitoring (k=0.946) and self-evaluation (k=0.846).Conclusion The use of SRL microanalysis characterized the key SRL processes of physiotherapy students performing a clinical skill with reliability between the assessors. This pilot study supports the potential usefulness of SRL-microanalysis for the identification of key SRL processes in physiotherapy education. Therefore, this study paves the way to the development of a full study, with a larger number of students and more diverse clinical tasks, to evaluate the SRL processes in successful and unsuccessful students.

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 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. 

scholarly journals Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students

2021 ◽  
pp. 146978742110512
Author(s):  
Tsai-Yun Mou
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Time Management ◽  
Setting Time ◽  
Upward Trend ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
Design Students

This study investigated the intervention of a weekly learning diary on design students’ self-regulated learning in an online learning environment. A total of 54 undergraduate students from an intermediate and an advanced course respectively participated in this study. In a 7-week period of online learning, the students had to complete a course project on their own. Synchronous online learning with the Microsoft Teams program was adopted for students to have real-time learning as well as recordings for after-class reviewing. The results revealed that the structured weekly diary was helpful for the students’ goal setting, time management, self-monitoring, and self-evaluation. Students with clear strategies of time management mostly had better performance. The students had an upward trend of self-monitoring and self-evaluation. Regarding their self-efficacy, the freshman class did not change greatly over time but the senior class steadily built up confidence in online learning and self-regulated learning. Nevertheless, the process and experiences of online self-regulated learning with the intervention of the learning diary influenced the design students to a certain degree.

scholarly journals On the Self-regulated Learning Ability of Students and Its Development

CONVERTER ◽  
2021 ◽  
pp. 426-431
Author(s):  
Jisheng He, Ling He, Naizhu Huang, Jiaming Zhong, Linzi Qin
Keyword(s):  
Theoretical Basis ◽  
Self Regulation ◽  
The Self ◽  
Learning Ability ◽  
Learning Abilities ◽  
Self Monitoring ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

It is crucial for students to bear the ability of self-access for effective learning. Abilities of students’ self-access should be trained on basis of the connotation of self-access ability, with the start of training students’ self-direction, self-monitoring, self-regulation and self-accessment abilities. Ways and measurements of self-access training are to be made considering the relationship between knowledge, skills and abilities, and following the theoretical basis of students’ self-access ability training. Cognition guidance measures are best choice.

The Seductive Waltz with the Self in Self-Regulated Learning: Toward Communal Regulation of Learning

2017 ◽  
Vol 119 (13) ◽  
pp. 1-8
Author(s):  
Chen Schechter
Keyword(s):  
Teaching And Learning ◽  
Self Regulation ◽  
The Self ◽  
Self Control ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning

This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators’ and researchers’ seductive waltz with the “self” in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation should be complemented by a more holistic, integrated, and collaborative framework— that of communal-regulated learning—to develop effective learners in today's fast-changing educational scene. This article presents the epistemological premises postulated as upholding the communal nature of learning regulation, while raising conceptual as well as practical questions for its adoption.

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

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