We developed and launched an online, course-integrated module called Growth & Goals aimed to help students better develop evidence-based learning skills. The module focuses on five main concepts: self-regulated learning, goal-setting, metacognition, mindfulness, and mindsets (growth and fixed continuum). Growth & Goals is an open education resource available for download at no cost to any educator through FlynnResearchGroup.com/GrowthGoals. The module is available in both French and English and can be customized to any university course. The module addresses the aforementioned concepts through a combination of text and videos, with interspersed interactive activities that students use to develop their learning skills. Growth & Goals is intended to help students effectively manage the challenges they may encounter as they progress through their postsecondary academic career and beyond and become more proficient learners. Since 2017, the module has been implemented in more than 15 university courses and has been used by over 8000 students. The preliminary evaluation of Growth & Goals has been largely positive, indicating that the module has been well received by both students and educators and that it successfully guides students in learning the module’s concepts.
<p><b>Objective:</b> <a></a><a>Most students spend years in formal education settings without being explicitly taught how to learn effectively. </a>Our objective was to evaluate an innovative intervention designed to effectively equipping all students with learning skills, called the Growth & Goals Module, which is an adaptable open education resource available in English and French.</p><p><b>Methods:</b> We evaluated the module using a Practical Participatory Evaluation approach and the 4-level Kirkpatrick Evaluation model. To investigate ten research questions aligned with the model, we collected data from 1845 students and five educators from nine undergraduate courses in science, engineering, and mathematics through questionnaires, focus groups, course assessments, and institutional data.</p><p><b>Results:</b> Students and educators reported high satisfaction (Level 1, Learning). The training was new to most students and most completion rates were over 75% when educators provided an incentive. Students in some demographics used the module less than others. In Level 2 (Learning), students’ metacognitive skills increased. They could identify SMART goals and differentiate growth/fixed mindset statements. At Level 3 (Behaviour), students reported intending to use the module in the future. Most educators created learning outcomes for the first time. The module required little time of students and educators; however, greater support, incentives, and rewards are needed for project sustainability. Educators have used the module in courses in many disciplines and levels (Level 4, Results).</p><p><a></a><b>Conclusions:</b> The Growth & Goals module explicitly teaches core learning skills for students in science, engineering, and mathematics courses and has the potential to scale to other disciplines and levels.<br></p>
<p><a></a><a>In this dynamic and rapidly changing world, students need to be able to continually learn and adapt throughout their lives. However, most students spend years in formal education settings without being explicitly taught how to learn effectively. </a>To reach our goal of explicitly and effectively equipping all students with learning skills, we developed and evaluated a Growth & Goals module. The module is an Open Education Resource for postsecondary students that educators integrate in their courses to teach core learning skills of metacognition, goal-setting, growth mindset, and mindfulness. Over 5000 students at ten institutions have now used the module. In the present study, we evaluated the module using a Practical Participatory Evaluation approach and the 4-level Kirkpatrick Evaluation model. To answer ten questions aligned with the Kirkpatrick model, we collected data from 1845 students and 5 educators from nine undergraduate courses in science, engineering, and mathematics, which were used to investigate ten research questions aligned with Kirkpatrick’s four evaluation levels. For Level 1 (Reaction), students and educators reported high satisfaction and gave constructive suggestions that centred on expanding the module. The training was new to 88% of students. Most completion rates were over 75% when professors provided an incentive (³ 1%). Students in some demographics used the module less than others: lower-achieving, first-generation university students, from outside the Ottawa-Gatineau area, male, and in certain programs. In Level 2 (Learning), students’ metacognitive skills increased throughout the semester. They could identify SMART goals (Specific, Measurable, Accountable, Reachable, and Time-specific) and differentiate growth/fixed mindset statements. At Level 3 (Behaviour), students applied the module within the originating course, indicated their intent to use the module in the future, and a survey of a subsample indicated that most students used or intended to use the module in a new course. Most educators created course-level learning outcomes for the first time to integrate with the module. As an Open Education Resource with a nearly complete “plug-and-play” format, using the module required little time and low technological skills of students and educators; however, greater support, incentives, and rewards could be provided. Research and development require sustained resources. Finally, in Level 4 (Results), educators have used the module in courses in a number of disciplines, including sciences, engineering, mathematics, education, and psychology. The module addresses institutional goals of transformational learning and agility, as well as two provincial degree level expectations that are rarely explicitly taught in courses. In summary, the Growth & Goals module explicitly teaches core learning skills in a way that is systematic, scalable, and explicit for science, engineering, and mathematics courses, with a potential to expand to any discipline.</p>
<p><a></a><a>In this dynamic and rapidly changing world, students need to be able to continually learn and adapt throughout their lives. However, most students spend years in formal education settings without being explicitly taught how to learn effectively. </a>To reach our goal of explicitly and effectively equipping all students with learning skills, we developed and evaluated a Growth & Goals module. The module is an Open Education Resource for postsecondary students that educators integrate in their courses to teach core learning skills of metacognition, goal-setting, growth mindset, and mindfulness. Over 5000 students at ten institutions have now used the module. In the present study, we evaluated the module using a Practical Participatory Evaluation approach and the 4-level Kirkpatrick Evaluation model. To answer ten questions aligned with the Kirkpatrick model, we collected data from 1845 students and 5 educators from nine undergraduate courses in science, engineering, and mathematics, which were used to investigate ten research questions aligned with Kirkpatrick’s four evaluation levels. For Level 1 (Reaction), students and educators reported high satisfaction and gave constructive suggestions that centred on expanding the module. The training was new to 88% of students. Most completion rates were over 75% when professors provided an incentive (³ 1%). Students in some demographics used the module less than others: lower-achieving, first-generation university students, from outside the Ottawa-Gatineau area, male, and in certain programs. In Level 2 (Learning), students’ metacognitive skills increased throughout the semester. They could identify SMART goals (Specific, Measurable, Accountable, Reachable, and Time-specific) and differentiate growth/fixed mindset statements. At Level 3 (Behaviour), students applied the module within the originating course, indicated their intent to use the module in the future, and a survey of a subsample indicated that most students used or intended to use the module in a new course. Most educators created course-level learning outcomes for the first time to integrate with the module. As an Open Education Resource with a nearly complete “plug-and-play” format, using the module required little time and low technological skills of students and educators; however, greater support, incentives, and rewards could be provided. Research and development require sustained resources. Finally, in Level 4 (Results), educators have used the module in courses in a number of disciplines, including sciences, engineering, mathematics, education, and psychology. The module addresses institutional goals of transformational learning and agility, as well as two provincial degree level expectations that are rarely explicitly taught in courses. In summary, the Growth & Goals module explicitly teaches core learning skills in a way that is systematic, scalable, and explicit for science, engineering, and mathematics courses, with a potential to expand to any discipline.</p>
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