Self-regulated learning processes of medical students during an academic learning task

2016 ◽  
Vol 50 (10) ◽  
pp. 1065-1074 ◽  
Author(s):  
Roghayeh Gandomkar ◽  
Azim Mirzazadeh ◽  
Mohammad Jalili ◽  
Kamran Yazdani ◽  
Ladan Fata ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Task ◽  
Learning Processes ◽  
Academic Learning ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Relationships between medical students’ co-regulatory network characteristics and self-regulated learning: a social network study

2021 ◽  
Author(s):  
Derk Bransen ◽  
Marjan J. B. Govaerts ◽  
Dominique M. A. Sluijsmans ◽  
Jeroen Donkers ◽  
Piet G. C. Van den Bossche ◽  
...  
Keyword(s):  
Social Network ◽  
Medical Students ◽  
Regulatory Network ◽  
Regulatory Networks ◽  
Learning Opportunities ◽  
Network Size ◽  
Tie Strength ◽  
Network Characteristics ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Introduction Recent conceptualizations of self-regulated learning acknowledge the importance of co-regulation, i.e., students’ interactions with others in their networks to support self-regulation. Using a social network approach, the aim of this study is to explore relationships between characteristics of medical students’ co-regulatory networks, perceived learning opportunities, and self-regulated learning. Methods The authors surveyed 403 undergraduate medical students during their clinical clerkships (response rate 65.5%). Using multiple regression analysis, structural equation modelling techniques, and analysis of variance, the authors explored relationships between co-regulatory network characteristics (network size, network diversity, and interaction frequency), students’ perceptions of learning opportunities in the workplace setting, and self-reported self-regulated learning. Results Across all clerkships, data showed positive relationships between tie strength and self-regulated learning (β = 0.095, p < 0.05) and between network size and tie strength (β = 0.530, p < 0.001), and a negative relationship between network diversity and tie strength (β = −0.474, p < 0.001). Students’ perceptions of learning opportunities showed positive relationships with both self-regulated learning (β = 0.295, p < 0.001) and co-regulatory network size (β = 0.134, p < 0.01). Characteristics of clerkship contexts influenced both co-regulatory network characteristics (size and tie strength) and relationships between network characteristics, self-regulated learning, and students’ perceptions of learning opportunities. Discussion The present study reinforces the importance of co-regulatory networks for medical students’ self-regulated learning during clinical clerkships. Findings imply that supporting development of strong networks aimed at frequent co-regulatory interactions may enhance medical students’ self-regulated learning in challenging clinical learning environments. Social network approaches offer promising ways of further understanding and conceptualising self- and co-regulated learning in clinical workplaces.

Digital Storytelling as a Self-Regulated Learning Tool

2019 ◽  
pp. 209-232 ◽  
Author(s):  
Sinan Kaya
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Learning Processes ◽  
Learning Tools ◽  
Learning Tool ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Digital Stories ◽  
Research Findings ◽  
Made In

The purpose of this chapter is, as a self-regulated learning tool, to focus on digital storytelling by uncovering relationship between digital storytelling and self-regulated learning process/based on research findings made in the its field. Within this focus, firstly, concept of digital storytelling was theoretically addressed; researches made in learning-teaching for use have been presented; later, self-regulated learning processes and strategies have been defined and given examples. Finally, research findings on the use of digital stories as self-regulated learning tools have been shared.

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 Nomograms Predicting Self-Regulated Learning Levels in Chinese Undergraduate Medical Students

2020 ◽  
Vol 10 ◽  
Author(s):  
Jun Yang ◽  
Guoyang Zhang ◽  
Runzhi Huang ◽  
Penghui Yan ◽  
Peng Hu ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning

2019 ◽  
Vol 25 (3) ◽  
pp. 1785-1802 ◽  
Author(s):  
Muhterem Dindar ◽  
Jonna Malmberg ◽  
Sanna Järvelä ◽  
Eetu Haataja ◽  
Paul A. Kirschner
Keyword(s):  
Academic Achievement ◽  
Electrodermal Activity ◽  
Learning Processes ◽  
Self Report ◽  
Self Regulated Learning ◽  
Cognitive Regulation ◽  
Physiological Synchrony ◽  
Regulated Learning ◽  
Report Data ◽  
Self Report Data

AbstractThis study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behavioral regulation, cognitive regulation or emotional regulation. Physiological synchrony among the collaborating students was found to be related only to cognitive regulation. The results also showed that the concordance of self-report data among the collaborating students was related to higher physiological synchrony among them in the behavioral, cognitive, and motivational dimensions of self-regulated learning. The findings reflect the complexity of the relationships between self-regulated learning constructs and demonstrates the potential value of physiological measures in self-regulated learning research.

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