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 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 Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities

2020 ◽  
Vol 12 (21) ◽  
pp. 9184 ◽  
Author(s):  
Rebeca Cerezo ◽  
Maria Esteban ◽  
Guillermo Vallejo ◽  
Miguel Sanchez-Santillan ◽  
Jose Nuñez
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Learning Processes ◽  
Tutoring System ◽  
Self Regulated Learning ◽  
Regulated Learning

Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation of learning strategies can contribute to better performance. This study aims to report how an Intelligent Tutoring System can help students both with and without learning difficulties to self-regulate their learning processes. A total of 119 university students with and without learning difficulties took part in an educational experiment; they spent 90 min learning in a CBLE specifically designed to assess and promote self-regulated learning strategies. Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated. In addition, there were some differences in improvement of learning processes in students with and without learning difficulties. Our results show that when students with learning difficulties have tools that facilitate applying self-regulated learning strategies, they do so even more than students without learning difficulties.

scholarly journals Self-Regulated Learning in the University of Tabuk: Gender Differences in Strategy and Outcomes

2021 ◽  
Vol 4 (1) ◽  
pp. 151-165
Author(s):  
Fakhralddin Abbas Mohammed Elfakki ◽  
Marai Mohammed Alamri ◽  
Islam Ashraful ◽  
Mustafa Elnimeiri ◽  
Ehab Frah
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Help Seeking ◽  
Setting Time ◽  
Self Regulation ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
The University

Background Self-Regulated Learning (SRL) is defined as the adjustment of the individual's affective, meta-cognitive, and behavioral operations during learning to attain the desired level of academic achievement. It is an important skill for undergraduate students and its ignorance cause anxious behavior, a sense of potential failure, and avoidance of learning situations. Objective The objective of the study was to explore the pattern of SRL among medical students from a student perspective aiming to recognize the learning context and to provide recommendations for future support strategies. Methods This is a cross-sectional study that targeted a total coverage of medical students at the University of Tabuk, Saudi Arabia using a Self-Regulated Learning Questionnaire which composed of six constructs, namely: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. An independent-samples test, ANOVA, and post-hoc analysis were conducted.   Results Females agreed on regular practice of the four domains namely: "environmental structuring, time management, help-seeking, and self-evaluation", mean scores: 3.7(SD=1.023), 3.42(SD=1.035), 3.68(SD=0.99), 3.54(SD=0.94) respectively. Conclusion This study identified a remarkable difference in SRL among undergraduate medical students. Females outperformed males in self-regulation; however, both genders in the second year have shown a low level in self-regulation in comparison to fifth year medical students. Rwanda J Med Health Sci 2021;4(1):151-165

scholarly journals Self-Regulated Learning in Remote Educational Context

2021 ◽  
Author(s):  
Edīte Sarva ◽  
◽  
Inga Linde ◽  
Linda Daniela
Keyword(s):  
Teaching And Learning ◽  
Self Regulation ◽  
Student Groups ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
12Th Grade ◽  
Regulated Learning ◽  
Changes Over Time ◽  
Remote Learning

Year 2020 has introduced massive changes in the teaching and learning in traditional classroom settings all around the world as due to the abrupt outbreak of COVID-19 pandemic, schools had to introduce remote learning systems and the amount of students’ independent workload increased exponentially. Self-regulated learning plays a crucial role in the learning process, and it is even more significant in remote learning as external regulation is low. The aim of this research was to study students’ self-evaluation on self-regulation processes during remote learning caused by the second wave of COVID-19 pandemic in autumn 2020. This paper presents results of a case study at a secondary school in Latvia. Over a period of two months regular surveys were carried out to investigate students’ opinion on their metacognitive, motivational and behavioural processes during remote learning. Results were analysed to determine the overall situation, changes over time and differences between distinctive students’ groups. Results reveal that 10–12th grade students are more self-rigorous when evaluating their performance than 7–9th graders. It is also evident that girls have better self-regulation skills than boys but seem to neglect their own needs more than boys. These and other results point to the need for customized support to different student groups during remote learning in order to provide all students with an appropriate learning environment.

Enhancing Student Performance by Promoting Self-Regulated Learning

2011 ◽  
Author(s):  
Hui-Ru Shih ◽  
Wei Zheng ◽  
Evelyn J. Leggette ◽  
Gordon Skelton
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Self Regulation ◽  
Self Awareness ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Education Community ◽  
Engineering And Technology ◽  
Complicated Process ◽  
Regulated Learning

Self-regulated Learning (SRL) focuses on the use of self-evaluation and self-motivation to aid the student in developing the correct habits, techniques, and tools necessary for success in a learning environment. With self-regulated learning, students can evaluate their study and learning strategies. Training programs that promote self-regulated learning have been found to be beneficial for students’ learning. SRL is currently viewed as a vital prerequisite for the successful acquisition of knowledge in school and beyond. However, SRL is not well known and utilized by the Engineering and Technology education community for facilitating student learning. Self-regulated learning is an important but difficult concept to present to students. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. The outcomes are provided and recommendations are discussed.

scholarly journals Trace-based Micro-analytic Measurement of Self-Regulated Learning Processes

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Melody Siadaty ◽  
Dragan Gasevic ◽  
Marek Hatala
Keyword(s):  
Learning Environment ◽  
Methodological Approach ◽  
Self Regulation ◽  
Learning Processes ◽  
Future Research ◽  
Technology Enhanced Learning ◽  
Self Regulated Learning ◽  
Regulatory Processes ◽  
Measurement Protocol ◽  
Regulated Learning

To keep pace with today’s rapidly growing knowledge-driven society, productive self-regulation of one’s learning processes are essential. We introduce and discuss a trace-based measurement protocol to measure the effects of scaffolding interventions on self-regulated learning (SRL) processes. It guides tracing of learners’ actions in a learning environment on the fly and translating these data into indicators of engagement in SRL processes that reflect learners’ use of scaffolding interventions and contingencies between those events. Graphs of users’ learning actions in a learning environment are produced. Our trace-based protocol offers a new methodological approach to investigating SRL and new ways to examine factors that affect learners’ use of self-regulatory processes in technology-enhanced learning environments. Our application of the protocol was described in a study about Learn-B, a learning environment for SRL in the workplace. The findings of the work presented in this paper indicate that future research can gain substantially by using learning analytics based on users’ trace data and merging them with other quantitative and qualitative techniques for researching SRL beliefs and processes.

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 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 Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

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