Metacognition gains in public health graduate students following in-class peer evaluation

Borton, Kelley; Anderson, Olivia S.

doi:10.1080/02602938.2018.1458211

Cited by 8 publications

(6 citation statements)

References 23 publications

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“…Moreover, due to the unbalanced profiles of competence awareness emerging from our study, we might argue that a higher collaboration among students would be needed in order to reinforce the championing of the meta-competent profile. Reinforcing collaboration and cooperative learning (Nicol et al 2014;Borton and Anderson, 2018;Etaio et al, 2018) within the guided and mentoring activities would help to foster a more balanced result when it comes to developing students' awareness concerning their set of knowledge, skills as well as behavioral and attitudinal competencies.…”

Section: Discussionmentioning

confidence: 99%

“…These metacognitive resources are the 'building blocks' of one's metacognitive ability -the more developed, robust and accessible these resources, the greater their metacognitive ability. Studies exploring the concept of metacognition (Nicol, Thomson, & Breslin, 2014;Borton & Anderson, 2018) assessed the importance of utilizing different forms of constructive feedback (e.g. peer evaluation, rather than grades) in order to support the development of professional skills, also assessed learning as a meta-cognition (Carneiro, 2007).…”

Section: Conceptual Context For the Study Of Meta-competenciesmentioning

confidence: 99%

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Undergraduate Business Student’s Self-Assessment of Meta-Competencies in the Context of the Final Year Projects

Girotto

Mosquera

Arisó

2021

IJRES

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While research on competence-based assessment has grown, scholars have conducted fewer studies on an integrative view of competence acquisition, in the context of the final year project, that have particularly addressed the meta-competence approach. This paper examines undergraduate business students’ perceived acquisition of competencies during the development of their final year project and tries to determine relevant differences among the set of competencies students’ value most. The study gathered quantitative data by using a questionnaire applied to students after their presentation of the final degree project at a Spanish Business School. The findings show the emergence of three profiles of students based on their competencies acquisition. The profiles display an interconnected relation and put forward some shortfalls in competence acquisition as well as propose an emerging profile of the meta-competent student.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptual Context For the Study Of Meta-competenciesmentioning

confidence: 99%

Undergraduate Business Student’s Self-Assessment of Meta-Competencies in the Context of the Final Year Projects

Girotto

Mosquera

Arisó

2021

IJRES

View full text Add to dashboard Cite

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“…With practice and exposure to multiple peer-review assignments, students are able to develop communication skills of providing constructive feedback to their peers in a positive manner (Cassidy, 2006; Nofziger, Naumburg, Davis, Mooney, & Epstein, 2010). These are important skills to be gained for future practitioners in the field of nutrition because they not only aid in the exchange of ideas, values, and perspectives with fellow peers but also allow them a space to reflect on how they behave as the recipients of feedback (Borton & Anderson, 2018).…”

Section: Discussionmentioning

confidence: 99%

Increasing Student Engagement Within the Core Nutritional Sciences Curriculum: A Gameful Learning Approach

Bridges

Hisamatsu

Anderson

2018

Pedagogy in Health Promotion

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Innovative learning strategies are constantly developed to increase student engagement and application of course content to improve learning outcomes. Gameful Learning pedagogy is one such strategy that builds students’ intrinsic motivation, confidence, and engagement to course material by allowing them to choose from a menu of optional assignments to earn points toward a grade. Little is known about student perceptions and outcomes from applying this pedagogy to dietetics and nutritional sciences graduate-level curricula. This article describes the implementation of Gameful Learning to an Accreditation Council for Education in Nutrition and Dietetics–accredited nutritional sciences graduate degree course and evaluates student perceptions and outcomes. Two student cohorts from 2016 (pre–Gameful Learning) and 2017 (implementation of Gameful Learning) who were enrolled in a nutritional sciences graduate-level course were compared. Student teaching evaluations were compared across cohorts. Specific items measuring student perceptions of fairness, knowledge gained, and workload were analyzed. Mann–Whitney nonparametric tests compared groups and Spearman’s rank correlation coefficient measured associations. There was a positive correlation between total points and optional points (Pearson’s r = 0.513, p = .0001). There was an overall increased perception toward the excellence of the course (3.82 to 4.13; 5-point Likert-type scale), improved sense of fairness (3.79 to 4.17; p = .036), and increased perception of workload (2.35 to 2.20; where 1 student indicated more work and 5 indicated less work). Although challenges in workload exist, Gameful Learning strategies aid in improving student outcomes and perceptions of course material by facilitating student autonomy and engagement with course content.

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“…But the most common form of feedback interchange between students is peer review (Nicol 2014), where students give feedback comments on one another's written work, project presentations, contributions to groupwork, or performance in a professional or quasi-professional setting. Examples of postgraduate peer review are found in a wide variety of subject areas including public health (Borton and Anderson 2018); forensic psychology (Dickson et al 2019); engineering (Han and Xu 2020); economics (Chew et al 2016); language teaching (Dressler et al 2019); teacher education (Gikandi and Morrow 2016;Wang et al 2020); university teaching (Cundell and Sheepy 2018); and climate change, as in Example Nine.…”

Section: Example Sevenmentioning

confidence: 99%

Feedback in Postgraduate Online Learning: Perspectives and Practices

Hounsell

2021

Postdigital Science and Education

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Metacognition gains in public health graduate students following in-class peer evaluation

Cited by 8 publications

References 23 publications

Undergraduate Business Student’s Self-Assessment of Meta-Competencies in the Context of the Final Year Projects

Undergraduate Business Student’s Self-Assessment of Meta-Competencies in the Context of the Final Year Projects

Increasing Student Engagement Within the Core Nutritional Sciences Curriculum: A Gameful Learning Approach

Feedback in Postgraduate Online Learning: Perspectives and Practices

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