Expanding the definition of learning: from self to social to system

Larsen, Douglas P.

doi:10.1111/medu.13893

Cited by 9 publications

(7 citation statements)

References 24 publications

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“…Overall, our findings support the notion of SRL as being embedded in CRL, an idea gaining momentum . The current study highlights the need to look ‘beyond the self’ when examining and facilitating students’ SRL development.…”

Section: Discussionsupporting

confidence: 80%

“…29 Overall, our findings support the notion of SRL as being embedded in CRL, an idea gaining momentum. 30 The current study highlights the need to look 'beyond the self' when examining and facilitating students' SRL development. Our findings reflect essential notions within sociocultural learning theories, indicating that workplace learning, including the development of SRL, always occurs in interactions with others, and that students' SRL always involves engagement in CRL.…”

Section: From Specific Tasks To Professional Competence and Professmentioning

confidence: 90%

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Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning

et al. 2019

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Context Medical students are expected to self‐regulate their learning within complex and unpredictable clinical learning environments. Research increasingly focuses on the effects of social interactions on the development of self‐regulation in workplace settings, a notion embodied within the concept of co‐regulated learning (CRL). Creating workplace learning environments that effectively foster lifelong self‐regulated learning (SRL) requires a deeper understanding of the relationship between CRL and SRL. The aim of this study was therefore to explore medical students’ perceptions of CRL in clinical clerkships and its perceived impact on the development of their SRL. Methods We conducted semi‐structured interviews with 11 purposively sampled medical students enrolled in clinical clerkships at one undergraduate competency‐based medical school. Data collection and analysis were conducted iteratively, informed by principles of constructivist grounded theory. Data analysis followed stages of open, axial and selective coding, which enabled us to conceptualise how co‐regulation influences the development of students’ self‐regulation. Results Data revealed three interrelated shifts in CRL and SRL as students progressed through clerkships. First, students’ CRL shifted from a focus on peers to co‐regulation with clinician role models. Second, self‐regulated behaviour shifted from being externally driven to being internally driven. Last, self‐regulation shifted from a task‐oriented approach towards a more comprehensive approach focusing on professional competence and identity formation. Students indicated that if they felt able to confidently and proactively self‐regulate their learning, the threshold for engaging others in meaningful CRL seemed to be lowered, enhancing further development of SRL skills. Conclusions Findings from the current study emphasise the notion that SRL and its development are grounded in CRL in clinical settings. To optimally support the development of students’ SRL, we need to focus on facilitating and organising learners’ engagement in CRL from the start of the medical curriculum.

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Section: Discussionsupporting

confidence: 80%

Section: From Specific Tasks To Professional Competence and Professmentioning

confidence: 90%

Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning

et al. 2019

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“…Specifically, the process of engaging in other learners’ regulatory processes, such as how other learners set up their learning goals, manage resources, or reflect on learning, tend to influence how the learner regulates his or her own learning processes, both cognitively and metacognitively [ 38 ]. Our work, in line with that of Bransen et al [ 37 ] and Larsen [ 39 ], explored the relationship between self- and co-regulation, and its findings highlight that learners’ co-regulation is a significant predictor of their self-regulation. This supports and complements the conclusions of Bransen et al’s [ 37 ] qualitative study, and implies that engaging in regulatory activities such as paying attention to others’ ideas, reflecting upon their comments, challenging their perspectives, and helping their learning develops learners’ own SRL skills.…”

Section: Discussionsupporting

confidence: 71%

From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education

Zheng

Ganotice

Lin

et al. 2023

Medical Education Online

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Introduction Online interprofessional education is a collaborative process that emphasizes both individual reflection and shared discourses. A useful analytical tool for understanding the complex dynamics of online collaborative learning is the community of inquiry (CoI) framework, which originally held that there are three types of presence in such learning: teaching, cognitive, and social. However, it was later revised to include learning presence, which is characterized by self-regulated learning. Our study aims to refine the construct of learning presence through a clearer understanding of how self- and co-regulation jointly influence learning outcomes. Methods We surveyed 110 people involved with an online interprofessional medical-education curriculum at a university in Hong Kong. Path analysis was adopted to explore the relationships among 1) the three original presences of CoI; 2) learning presence (i.e., for this purpose, a combination of self-regulation and co-regulation); and 3) two learning outcomes: perceived progress and learner satisfaction. Results The results of path analysis indicated that teaching presence had a significant indirect effect, through co-regulation, on perceived progress. In terms of direct relationships, co-regulation significantly and positively influenced both self-regulation and cognitive presence; and social presence had both positive influence on learners’ satisfaction and perceived progress. Discussion This study’s findings suggest the important role of co-regulation in supporting self-regulation, especially in online collaborative-learning environments. Learners’ self-regulation skills are shaped by their social interactions and regulatory activities with others. This further implies that health-professions educators and instructional designers should create learning activities that facilitate the development of co-regulatory skills, as a means of improving learning outcomes. As self-regulation is an important skill for health professions learners’ lifelong learning, and because their future workplaces will be interdisciplinary in nature, it is critical to provide interactive and collaborative learning environments that will promote co-regulation and self-regulation.

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“…However, such models may provide useful frameworks for future research to disentangle how regulation of learning may occur in collaborative settings. While various levels of regulatory learning are increasingly explored in health professions education research, 45 , 48 , 61 , 62 , 63 studies predominantly focus on processes within the individual or the individual in interaction and less on how teams regulate their collaborative learning. Given the demands for collaboration in current healthcare, it is important to widen our views of regulatory learning, and we propose that future research adopts a multi‐level and integrated perspective, focussing on the levels of self‐, co‐, as well as socially shared regulation of learning in healthcare (education) settings.…”

Section: A Way Forwardmentioning

confidence: 99%

Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning

et al. 2021

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The necessity for healthcare professionals to regulate their learning is widely acknowledged due to positive associations with highquality healthcare and lifelong learning. 1,2 For example, safeguarding high standards in healthcare requires physicians to monitor relevant developments in continuously and rapidly changing healthcare practices and to align appropriate learning opportunities with personal learning needs and learning goals. 3 Hence, physicians have to engage in self-regulated learning (SRL) to develop and maintain competence. 4 Generally, self-regulated learners are considered to be "meta-cognitively, motivationally, and behaviourally active participants in their own learning". 5 In pursuit of and committed to their goals, they design and implement strategies aligned with these goals, monitor progression towards these goals, followed by reflection and -when applicable -formulation of new learning goals. 6,7 Because of its relevance for education and practice, and as SRL skills can be learnt and therefore taught, health professions curricula build in elements to support and facilitate the development of students' SRL. [8][9][10] For example, many curricula implement portfolio systems that stimulate or require students to reflect on progress and formulate personal learning plans, 11 or include problem-based learning principles to stimulate students' self-directedness. 12,13

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Expanding the definition of learning: from self to social to system

Abstract: Larsen encourages educators and researchers to expand their definition of learning beyond cognitive processes to include practices that emerge from social interactions and system changes.

Cited by 9 publications

References 24 publications

Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning

Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning

From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education

Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning

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