Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes

Duffy, Melissa C.; Azevedo, Roger; Sun, Ning-Zi; Griscom, Sophia E.; Stead, Victoria; Crelinsten, Linda; Wiseman, Jeffrey; Maniatis, Thomas; Lachapelle, Kevin

doi:10.1007/s11251-014-9333-6

Cited by 37 publications

(24 citation statements)

References 69 publications

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“…For example, findings in this dissertation suggest non-emotional processes, such as planning, may impact emotions and emotion regulation over time. Research examining multiple aspects of collaborative learning and regulation is growing (e.g., Duffy et al, 2015;Järvelä, Järvenoja, Malmberg, Isohätälä, & Sobocinski, 2016;; however, future research should further explore these relations and also consider students' metacognitive awareness of their planning, preparation, and progress.…”

Section: Implications For Theory Research and Practicementioning

confidence: 99%

“…Previous research has established the importance of emotions in group work. For example, findings demonstrate emotions are linked to performance, social loafing, group efficacy, and cohesion ; positive group interactions (Linnenbrink-Garcia, ; regulatory processes such as planning and adapting ; cognitive and metacognitive processes (Duffy et al, 2015), and high-level coregulated knowledge construction . However, few studies have examined the ways group members regulate or respond to emotions encountered during computer-supported collaborative learning (CSCL).…”

Section: Individual and Group Strategies For Regulating Emotions In Omentioning

confidence: 99%

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Regulation and socio-emotional interactions in a positive and a negative group climate

Bakhtiar

Webster

Hadwin

2017

Metacognition Learning

124

112

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The ability to collaborate has been identified as an essential learning outcome for the 21 st century. However, if group members lack the skills, abilities, and attitudes to work in a team, these groups may work inefficiently or fail to achieve what they set out to do. To achieve success, group members need to engage in productive regulatory processes to manage cognitions, behaviors, motivation, and emotions as needed to attain desired outcomes. One area of regulation that has been underemphasized in collaborative contexts is the regulation of emotions. Therefore, the purpose of this multi-paper dissertation was to examine the emotional experiences of undergraduate students working collaboratively on two online time-limited problem-solving tasks. Using a regulation of learning framework, the research unfolded over four studies drawing from a variety of data sources and building upon one another to explore the socio-emotional aspect of online collaboration. Study 1 (Webster & Hadwin, 2018) provides an overview of students' emotions and plans for emotion regulation, self-reported during two collaborative tasks, offering an in-the-moment picture of how students feel and how they respond to those feelings. Study 2 (Bakhtiar, Webster, & Hadwin, 2018) consisted of a comparative case study to examine differences in regulation and socio-emotional interactions between two groups with contrasting socio-emotional climates. Findings revealed differences between these groups in terms of planning and preparation; therefore, the final two studies examined emotions and emotion regulation strategies reported during groupwork under different levels of planning and preparation at the individual or group level. Study 3 (Webster & Hadwin, 2019) documented the types of strategies students recalled using individually and as a group to regulate a salient emotion during collaboration and compared strategies between groups who were given different types of collaborative planning support. Finally, Study 4 (Webster, Davis, & Hadwin, 2019) iv compared emotions, emotion regulation strategies, and evaluations of strategy effectiveness for a purposeful sample of students who were well-prepared versus underprepared for the first of two collaborative working sessions. Four overarching factors emerged from this research as important for productive emotion regulation in online collaboration: (a) planning and preparation, (b) regulating both negative and positive emotions, (c) regulating at both individual and group levels, and (d) providing support for selecting and enacting helpful strategies. With further research, tools and interventions can be improved and utilized to support students to productively regulate in collaborative groups. v Table of Contents Supervisory Committee .

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Section: Implications For Theory Research and Practicementioning

confidence: 99%

Section: Individual and Group Strategies For Regulating Emotions In Omentioning

confidence: 99%

Regulation and socio-emotional interactions in a positive and a negative group climate

Bakhtiar

Webster

Hadwin

2017

Metacognition Learning

124

112

View full text Add to dashboard Cite

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“…Through the three claims and related examples presented in this paper, we described our research approach, which emphasises the role of motivation and emotion regulation in the regulated learning process (Ben-Eliyahu & Linnenbrink-Garcia, 2013;Duffy et al, 2015;Järvelä et al, 2016;Kwon, Liu, & Johnson, 2014;Rogat & Adams-Wiggins, 2015). The three claims highlighted a particular viewpoint to the approach: a requisite to study motivation and emotion regulation as situated in the learning context, a need to acknowledge both the process in which regulation is actualised as well as individuals' subjective beliefs and appraisals of these processes, and finally, a possibility to understand and capture motivation and emotion regulation by tracking related indicators from learning process.…”

Section: Resultsmentioning

confidence: 99%

Capturing motivation and emotion regulation during a learning process

Järvenoja

Järvelä

Törmänen

et al. 2018

FLR

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This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to capture motivation and emotion regulation. Analysing on-line process data poses several challenges such as variation in the granularity of different data sources, problems that emerge due to the complexity of contextual and situational factors in ecologically-valid learning situations or, currently, challenges in the use of multiple data channels and their analyses.In this paper, we present three claims underlying our research, particularly the motivation and emotions and their regulation in learning. The claims are as follows: (1) motivation and emotion regulation is situation and context specific, (2) motivation and emotion regulation is influenced by multi-layered nature of motivation and (3) Motivation and emotion regulation is intertwined with other processes of learning and can be captured from their temporal manifestation. We present an example from our empirical study to discuss how these claims have led us to employ multiple process-oriented methods that include both subjective and objective data sources, including different combinations of situation-specific self-reports, video and physiological data. We then describe opportunities and challenges involved in the empirical studies.

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“…Motivational factors are known to reflect students’ self‐reliance and the affective responses of students to the learning experience (Campos‐Sánchez et al, ), while metacognitive factors include the ability of a student to identify needs, plan, monitor, and adapt learning processes to understand and reflect cognitive processes for the accurate self‐evaluation of performance (Naug et al, ). It is well known that students who exhibit metacognitive strategies by monitoring their learning process and reflecting on learning errors attain a deeper understanding and become autonomous learners (Duffy et al, ). Metacognitive learning strategy is well developed in many students before they even start their university education, indicating that many students display metacognitive processes as part of their instinctive learning method (Hong et al, ).…”

Section: Introductionmentioning

confidence: 99%

Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum

Nathaniel

Gainey

Williams

et al. 2017

Anatomical Sciences Ed

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The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2-hour, self-directed small-group interactive clinical case-based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students' performances on the formative quizzes and summative tests were compared to those of first-year medical students in the previous year for whom the self-directed, small-group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first-year medical students with self-directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first-year students in the first year (Y1) for whom the self-directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self-directed, clinical teaching strategy in a clinical neuroscience curriculum for first-year medical students. Anat Sci Educ 11: 478-487. © 2017 American Association of Anatomists.

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Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes

Cited by 37 publications

References 69 publications

Regulation and socio-emotional interactions in a positive and a negative group climate

Regulation and socio-emotional interactions in a positive and a negative group climate

Capturing motivation and emotion regulation during a learning process

Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum

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