Fostering self-regulation in training complex cognitive tasks

Abstract

In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their training, this is not usually the case. This study evaluates a training program that integrates air traffic control skills with regulation skills. The participants were 29 air traffic control students who followed either the original training program (n = 12) or a new program (n = 17) in which the development of regulation skills was embedded in the training of domain specific skills. Compared to students in the original program, the students in the new program showed increased self-efficacy in the use of self-regulated learning skills with improved performance in domain specific competences. The implications of these findings are discussed with regard to the daily training practice of complex cognitive skills.

Transfer of metacognitive skills in self-regulated learning: an experimental training study

“…2). Some evidence already suggests that hybrid training could enhance near transfer in SRL (e.g., Aghaie and Zhang 2012;Souvignier and Mokhlesgerami 2006) and problem-solving (e.g., Kim and Pedersen 2011;Mayer 1998;van Meeuwen et al 2018). For example, Aghaie and Zhang (2012) examined the impact of hybrid training on reading comprehension, performance, and strategy transfer in second-language acquisition.…”

“…A hybrid-training approach, in which metacognitive skills are used to regulate metacognitive knowledge about a particular cognitive strategy, has an increased potential for promoting transfer through SRL training. Previous research showed that hybrid training could facilitate near transfer (e.g., Aghaie and Zhang 2012;van Meeuwen et al 2018). However, empirical studies on far-transfer processes involved in hybrid training are few.…”

Cue-based facilitation of self-regulated learning: A discussion of multidisciplinary innovations and technologies

“…New technologies are used to make them more flexible and to realize individualized learning trajectories that meet the demands of an increasingly diverse group of learners, with different educational profiles, learning needs, and interest. These new, more flexible learning environments typically make a greater demand on students' self-regulated learning skills (Van Meeuwen, Brand-Gruwel, Kirschner, de Bock, & van Merriënboer, 2018). That is a potential problem, because research has shown that learners often have faulty ideas on how they learn and remember which leads to ineffective forms of self-regulated learning and overconfidence in own learning capabilities (Bjork, Dunlosky, & Kornell, 2013).…”

Anesthesia assessment in the era of competences: state of the art

“…Today there are multiple competency measurement instruments based on the traditional Miller pyramid which allow to assess both technical and non-technical skills based on residents' process and progress, to apply the often-discussed concept of student individualization more broadly. 13,33,90 Although there is still a long way to go in the area of anesthesia, there is great concern for perfecting and studying the impact of other types of tools and instruments in specific scenarios of the specialty. Curricular reforms, a change of vision and the professionalization of the medical discipline have expanded the room for improvement in the teaching area, as well as the application of new assessment strategies and instruments that could be positive and increase the likelihood of "significant learning" in anesthesiology residents.…”