scholarly journals Redefining Surgical Skill Acquisition

2021 ◽  
Author(s):  
Vaikunthan Rajaratnam ◽  
Norana Abdul Rahman ◽  
Chaoyan Dong ◽  
Hannah Jia Hui Ng
Keyword(s):  
Skill Acquisition ◽  
Methodological Approach ◽  
Skill Training ◽  
Mental Practice ◽  
Skills Development ◽  
Surgical Skill ◽  
Theoretical Concepts ◽  
Self Regulated Learning ◽  
Regulated Learning

There have been reduced opportunities for surgical skill acquisition due to the COVID-19 pandemic and the regulated training hours. Despite these challenges, self-regulated learning allows trainees to learn continuously, and motor skills development can be augmented through mental practice and motor imagery. The aim of this chapter is to introduce the theoretical concepts in skill acquisition and the role of mental and deliberate practice as an alternative for skill training. A case study is presented using a design and development framework for producing an online basic micro suturing training resource based on self-regulated learning. This case study demonstrates the use of the ADDIE instructional design model and Mayer’s multimedia theory guidelines, for creating online instructional resources. The methodological approach of a design and developmental framework to create an educationally sound online training module for micro suturing which has significant utility in hand surgery is discussed in this chapter. The tools described in this chapter are translatable to any psychomotor skills development in medical education.

Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

2018 ◽  
Vol 10 (2) ◽  
pp. 118-129
Author(s):  
Linda Carol Algozzini ◽  
Valencia Lavon Gabay ◽  
Shannon D. Voyles ◽  
Kimberly Bessolo ◽  
Grady Batchelor
Keyword(s):  
Higher Education ◽  
First Century ◽  
Individual Student ◽  
Change Model ◽  
Participatory Action ◽  
Content Type ◽  
Self Regulated Learning ◽  
Group Coaching ◽  
Regulated Learning

Purpose This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner. Design/methodology/approach The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation. Findings This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach. Practical implications The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive. Originality/value The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

scholarly journals Automatic feedback, self-regulated learning and social comparison: A case study

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Donatella Persico ◽  
Marcello Passarelli ◽  
Flavio Manganelli ◽  
Francesca Pozzi ◽  
Francesca Maria Dagnino ◽  
...  
Keyword(s):  
Social Comparison ◽  
Self Regulated Learning ◽  
Automatic Feedback ◽  
Regulated Learning

SUPPORTING SELF-REGULATED LEARNING VIA TECHNOLOGY TOOLS: A CASE STUDY IN AN ENGINEERING DEGREE PROGRAM IN ROMANIA

2017 ◽  
Author(s):  
Maria-Iuliana Dascalu ◽  
Constanta-Nicoleta Bodea ◽  
Melania Nitu ◽  
Gabriel Alecu ◽  
Iuliana Marin ◽  
...  
Keyword(s):  
Degree Program ◽  
Self Regulated Learning ◽  
Engineering Degree ◽  
Technology Tools ◽  
Regulated Learning

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.

Preparing Online Learning Readiness with Learner-Content Interaction

2016 ◽  
pp. 586-614
Author(s):  
Juhong Christie Liu ◽  
Elaine Roberts Kaye
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Readiness ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Content Interaction ◽  
Online Learning Readiness ◽  
Synchronous Online

Online learning readiness is fundamental to student successful participation, presence, and interaction in online courses. Effective facilitation of these key components depends on sound instructional design. In self-directed online environments, learner-content interaction and scaffolding self-regulated learning have been found of primary importance to generate meaningful learning. To provide a solution to the challenges of interoperability of various functions in synchronous online learning environments, this chapter presents a case study about the design and development of a self-paced orientation to help students acquire online learning readiness. Learner-content interaction is strategically utilized in the design to scaffold self-regulated learning. The results of the case study demonstrate that this orientation positively prepares students to be ready for learning in a synchronous online environment. The approach can be of practical use to individuals and groups.

How to facilitate self-regulated learning? A case study on open educational resources

2019 ◽  
Vol 7 (1) ◽  
pp. 51-77 ◽  
Author(s):  
Tak-Lam Wong ◽  
Haoran Xie ◽  
Di Zou ◽  
Fu Lee Wang ◽  
Jeff Kai Tai Tang ◽  
...  
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Self Regulated Learning ◽  
Regulated Learning
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