Adjusting Curricular Design to “CREATE” a Culture of Self-Regulation

Egan, Rylan

doi:10.5206/cjsotl-rcacea.2011.2.6

Cited by 4 publications

(4 citation statements)

References 72 publications

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“…Where possible and appropriate, staff should also consider incorporating the development of self-reflection and learning process into a summative assessment. The purpose is to move away from the emphasis on the reward that is often placed on the final product or submission, typically a final grade, which inadvertently presents the message that only the outcome is valued (Carless et al 2017;Egan 2011).…”

Section: Discussion and Pedagogical Implicationsmentioning

confidence: 99%

‘It’s for others to judge’: what influences students’ construction of the ideal student?

Chiu

Wong

Charalambous

2021

Journal of Further and Higher Education

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Recognising the changing landscape and financial costs, changes in the higher education sector continue to challenge the purpose and operations of universities, notably the shift towards student consumerism. Given this, what it means to be a student in contemporary higher education can evolve and would arguably have implications about the expectations of university students and staff for learning and teaching practice. To promote greater transparency of expectations, this paper develops the concept of the ideal student further with closer look into the spheres of influence that shape university students' construction of the ideal student. We draw on 23 focus groups with 105 university students to explore the key factors that contribute to how the ideal student is developed and recognised. Our findings indicate that students' construction of the ideal student is closely shaped by and rooted in their prior educational experiences, interaction with their peers and the curriculum, and perceptions of lecturers, institution and employer expectations. All these influences lead to a fluid and complex negotiation process as students navigate the meanings of being a university student. We conclude with practical implications for learning, teaching and curriculum development in higher education. The paper therefore provides a platform for key stakeholders to discuss different influencing factors as we support student transition and progression and manage their expectations of higher education.

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Section: Discussion and Pedagogical Implicationsmentioning

confidence: 99%

‘It’s for others to judge’: what influences students’ construction of the ideal student?

Chiu

Wong

Charalambous

2021

Journal of Further and Higher Education

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“…Recommendation for future study 1)Consider developing and testing alternative pedagogy approaches to promote autonomy supportive PE teacher behaviors, possibly based on based on a hybrid of Zimmermann's model (used in the present study) and CREATE (Egan, 2011), which could be described as a model structured to scaffold the motivational aspects of SRL. Egan (2011) outlined CREATE as a six-step recursive (i.e. a non-linear process).…”

Section: Discussionmentioning

confidence: 99%

“…self-observation) and reflective (self-evaluation) elements (Zimmerman, 2000(Zimmerman, & 2008, and this assumes learners employ agency through active control and monitoring of their learning (Winne & Hadwin, 2008). It is considered essential that curriculum is structured in a manner that scaffolds motivational aspects of SRL (Egan, 2011). Thus, "although autonomous self-regulation is the destination, the road goes through social regulation, reflecting the ancient Chinese proverb, Start with your master, end with yourself (Reeve, Ryan, Deci, & Jang, 2008, p.239).…”

Section: Self-regulated Learningmentioning

confidence: 99%

Physical education in Taiwan: when students begin to take control

Sproule

Lin²,

Martindale

et al. 2017

ISS

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Articles and papers were sourced by a keyword search in Google Scholar and Entrez pubmed utilizing motivation, self-determination, self-regulation, transformational teaching, Physical Education. AbstractSelf-regulation is seen as an inclusive approach to student learning, and physical educators have a responsibility to create a learning environment that is supportive of self-regulated learning. The aim of this study was to investigate the effect on selfregulated learning (SRL) of a physical education (PE) pedagogy based on Zimmerman's (2000) model of SRL. Constructs from the Intrinsic Motivation Inventory (IMI), the Motivated Strategies for Learning Questionnaire (MSLQ), and the Five Component Scale for Self-Regulation [FCSSR]) were used on an online survey platform (Bristol Online Surveys) pre and post an 8-week PE curriculum intervention (weekly PE lessons) in Taiwan. Participants were 632 Taiwanese Junior High School students (aged 12-15 years; 28 PE classes) and a waiting list control class (n = 21; aged 14-15 years). Multiple repeated measures ANOVAs were used to determine if therewere significant differences pre to post intervention period and also interaction effects between the intervention and the control class. Over time the intervention classes showed relatively small mean increases in enjoyment, perceived competence, intrinsic value, self-efficacy, cognitive strategy use, goal setting, strategy implementation and strategy monitoring. In contrast, eight out of the eleven factors for the control class showed relatively larger negative changes in scores. This data indicates that the benefits of adopting a self-regulated learning approach in PE lessons in Taiwan over an 8-week period appear to be more about the stability of these personal characteristics rather than the enhancement of them.

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“…Actionable with strategy was considered more beneficial (see introduction) as it assists residents' ability to self-regulate their learning. [34][35][36][37][38]…”

Section: Data Collectionmentioning

confidence: 99%

Providing quality feedback to general internal medicine residents in a competency-based assessment environment

Marcotte¹,

Egan²,

Soleas

et al. 2019

Can. Med. Ed. J

Self Cite

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Construct: Competence Based Medical Education (CBME) is designed to use workplace-based assessment (WBA) tools to provide observed assessment and feedback on resident competence. Moreover, WBAs are expected to provide evidence beyond that of more traditional mid- or end-of-rotation assessments [e.g., In Training Evaluation Records (ITERs)]. In this study we investigate competence in General Internal Medicine (GIM), by contrasting WBA and ITER assessment tools.Background: WBAs are hypothesized to improve and differentiate written and numerical feedback to support the development and documentation of competence. In this study we investigate residents’ and faculty members’ perceptions of WBA validity, usability, and reliability and the extent to which WBAs differentiate residents’ performance when compared to ITERs. Approach: We used a mixed methods approach over a three-year period, including perspectives gathered from focus groups, interviews, along with numerical and narrative comparisons between WBA and ITERs in one GIM program.Results: Residents indicated that the narrative component of feedback was more constructive and effective than numerical scores. They perceived the focus on specific workplace-based feedback was more effective than ITERs. However, quantitative analysis showed that overall rates of actionable feedback, including both ITERs and WBAs, were low (26%), with only 9% providing an improvement strategy. The provision of quality feedback was not statistically significantly different between tools; although WBAs provided more actionable feedback, ITERs provided more strategies. Statistical analyses showed that more than half of all assessments came from 11 core faculty.Conclusions: Participants in this study viewed narrative, actionable and specific feedback as essential, and an overall preference was found for written feedback over numerical assessments. However, quantitative analyses showed that specific actionable feedback was rarely documented, despite qualitative emphasis from both groups of its importance for developing competency. Neither formative WBAs or summative ITERs clearly provided better feedback, and both may still have a role in overall resident evaluation. Participant views differed in roles and responsibilities, with residents stating that faculty should be responsible for initiating assessments and vice-versa. These results reveal a disconnect between resident and faculty perceptions and practice around giving feedback and emphasize opportunities for programs adopting and implementing CBME to address how best to support residents and frontline clinical teachers.

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Adjusting Curricular Design to “CREATE” a Culture of Self-Regulation

Cited by 4 publications

References 72 publications

‘It’s for others to judge’: what influences students’ construction of the ideal student?

‘It’s for others to judge’: what influences students’ construction of the ideal student?

Physical education in Taiwan: when students begin to take control

Providing quality feedback to general internal medicine residents in a competency-based assessment environment

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