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.

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 The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals Learning Self-regulated L2 Writing Under a Cognitive Model

2021 ◽  
Author(s):  
Manashi Gogoi Dutta ◽  
Uthaivan Danvivath
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Writing Skills ◽  
L2 Writing ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Cognitive Involvement ◽  
Metacognitive Learning ◽  
Involvement Load

Abstract This research study has been conducted to experiment an innovative teaching approach believing that when less use of self-regulated learning strategy leads to lower metacognitive learning attitude which results in low proficiency. This study has investigated the consequences of instructionally aroused cognitive involvement load for self-monitoring and self-assessment through facilitation of metacognitive learning strategy use for improving L2 writing skills of Thai undergraduate students. This innovative instructional model for teaching self-regulated L2 writing has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA. The approach of this model has been developed to promote self-regulated learning management. For stimulating the use of learning strategies, a set of self-monitoring and self-evaluating assessment rubric named Strategy Inventories for Learning L2 Writing (SILL2W) has also been devised. A set of questionnaire, pre-post-tests, checklist, and interviews were employed for collecting and analyzing the data. Results of data analyses have shown effectiveness and feasibility of the S2RMCA model for teaching self-regulated L2 writing. Satisfactory results have also been shown by participants in their L2 writing skills. So far, research studies conducted on cognitive involvement load, a continuing challenge has always been there regarding the accurate measurement of load via self-reporting and this study has also faced that challenge.

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.

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. 

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