Self-regulated learning in simulation-based training: a systematic review and meta-analysis

2015 ◽  
Vol 49 (4) ◽  
pp. 368-378 ◽  
Author(s):  
Ryan Brydges ◽  
Julian Manzone ◽  
David Shanks ◽  
Rose Hatala ◽  
Stanley J Hamstra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Self Regulated Learning ◽  
Simulation Based ◽  
Regulated Learning

scholarly journals Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

2018 ◽  
Vol 35 (4-5) ◽  
pp. 356-373 ◽  
Author(s):  
Jacqueline Wong ◽  
Martine Baars ◽  
Dan Davis ◽  
Tim Van Der Zee ◽  
Geert-Jan Houben ◽  
...  
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Use of Simulation-Based Education to Improve Outcomes of Central Venous Catheterization: A Systematic Review and Meta-Analysis

2011 ◽  
Vol 86 (9) ◽  
pp. 1137-1147 ◽  
Author(s):  
Irene W. Y. Ma ◽  
Mary E. Brindle ◽  
Paul E. Ronksley ◽  
Diane L. Lorenzetti ◽  
Reg S. Sauve ◽  
...  
Keyword(s):  
Systematic Review ◽  
Central Venous Catheterization ◽  
Meta Analysis ◽  
Central Venous ◽  
Venous Catheterization ◽  
Simulation Based

scholarly journals Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis

2012 ◽  
Vol 35 (1) ◽  
pp. e867-e898 ◽  
Author(s):  
David A. Cook ◽  
Stanley J. Hamstra ◽  
Ryan Brydges ◽  
Benjamin Zendejas ◽  
Jason H. Szostek ◽  
...  
Keyword(s):  
Systematic Review ◽  
Instructional Design ◽  
Comparative Effectiveness ◽  
Meta Analysis ◽  
Design Features ◽  
Simulation Based

scholarly journals The relationship between mobile learning and self-regulated learning: A systematic review

2020 ◽  
Vol 36 (4) ◽  
pp. 151-172
Author(s):  
Agnieszka Palalas ◽  
Norine Wark
Keyword(s):  
Systematic Review ◽  
Mobile Learning ◽  
Self Regulation ◽  
Geographic Location ◽  
Theoretical Models ◽  
Mobile Technologies ◽  
Measurement Instruments ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhanced SRL, SRL enhanced m-learning, or m-learning and SRL enhanced other learning factors (e.g., health, curriculum development). Moreover, the relationship between m-learning and SRL was dynamic and complex. A primary recommendation was to intentionally integrate m-learning and SRL into formal curricula guided by informed, technologically adept educators who provided appropriate, ever-decreasing support and scaffolding as learners became more self-determined.   Implications for practice or policy: M-learning research and practice should be founded upon relevant theory and validated definitions of m-learning that consider ever-advancing technologies and related pedagogies that include participatory activities. M-learning designers should ensure that mobile technologies are used intentionally and selectively, guided by clearly defined learning objectives, and integrated into the curriculum by technologically adept educators who provide appropriate, ever-decreasing support and scaffolding as learners become more self-determined. When designing m-learning, educators should consider digital safety and privacy issues.

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