Supporting Student Self-Regulation

Kenney, Jane L.; Newcombe, Ellen

doi:10.4018/978-1-5225-5472-1.ch068

Cited by 2 publications

(1 citation statement)

References 28 publications

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“…Self-regulation skills such as goal setting, environment structuring, time management, task strategies, and self-consequences come in handy ( Barnard-Brak, Paton & Lan, 2010 ). These skills can be benchmarked at the beginning of the semester via a simple, validated, flipped learning survey ( Kenney & Newcombe, 2018 ). Understanding students’ self-regulation skills before a flipped learning intervention could help educators to identify student needs regarding study skills.…”

Section: Use Flipped Learning To Develop Lifelong Learning Skillsmentioning

confidence: 99%

Twelve Tips for COVID-19 friendly learning design in medical education

Reyna¹

2020

MedEdPublish

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This article was migrated. The article was marked as recommended. The COVID-19 pandemic has caused educational institutions around the world to close their doors and move their teaching and learning into the online space. For many medical educators, who usually rely on face-to-face and blended instruction, this presents a challenge. By rethinking learning design, medical educators can ensure a smooth transition of their subjects into the online space. However, because of the immersive nature of medical education, not all teaching and learning activities can be delivered online. This paper outlines twelve tips using evidence-based educational practices and a student-centred approach. The twelve tips presented and discussed in this paper can help medical educators to transition to online learning and maintain the integrity of their subjects. They can also promote student self-regulation, help develop graduate attributes, and generally enhance learning experiences during pandemic social distancing. Finally, these tips can be used to rethink medical education in the post-pandemic era.

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Section: Use Flipped Learning To Develop Lifelong Learning Skillsmentioning

confidence: 99%

Twelve Tips for COVID-19 friendly learning design in medical education

Reyna¹

2020

MedEdPublish

View full text Add to dashboard Cite

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A Systematic Approach to Designing, Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and Its Effect on Self-regulation in Tertiary Science Education

et al. 2019

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This study explored the self-regulation strategies and learning experiences of undergraduate science students completing LDGM assignments that had been implemented using a theory-driven, systematic approach. The rationale for using LGDM in science education is to facilitate student learning of complex scientific concepts through the multimodal representation of content using digital media. The study was conducted in seven science subjects from first to third year in Autumn 2017, using a sample of 348 undergraduate science students attending a university located in Sydney, Australia. All the participants were enrolled in subjects that required them to communicate complex scientific concepts using digital media. Training on LGDM was conducted online (n=199) and in blended mode (n=149). The study used a mixedmethods approach with a validated self-regulation questionnaire, LMS logs, assessment scores, group contribution data, open-ended questions, and interviews. Online students were more likely than blended students to report using self-regulation strategies for goal setting, time management, task strategies, and help-seeking. Data triangulation revealed that participation in LDGM assignments was perceived by students to contribute to their science content knowledge, provide them with digital media skills, and nurture their capacity for working in groups. The findings of this study have implications for how LDGM is deployed in science education.

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Supporting Student Self-Regulation

Cited by 2 publications

References 28 publications

Twelve Tips for COVID-19 friendly learning design in medical education

Twelve Tips for COVID-19 friendly learning design in medical education

A Systematic Approach to Designing, Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and Its Effect on Self-regulation in Tertiary Science Education

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