Learning to learn self-regulation in practice: A 2 cohort evaluation

Sharples, Kath; Moseley, Laurence

doi:10.1016/j.nepr.2011.03.003

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…Sadler (1998) referred to the ‘temporal conditioning’ of students exposed to particular ways of teaching, and the time it takes to reverse students' expectations of a teaching environment. Sharples and Moseley (2011) concluded in a study on self‐directed learning that a level of disengagement may have been attributable to an over‐emphasis on content at the expense of providing the rationale behind the learning activity. Participants in our study expressed similar sentiments of disengagement when students felt that MCT designers had not considered their learning needs.…”

Section: Discussionmentioning

confidence: 99%

Where less is more: Limited feedback in formative online multiple‐choice tests improves student self‐regulation

Say,

Visentin,

Saunders

et al. 2023

Computer Assisted Learning

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BackgroundFormative online multiple‐choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple‐choice tests can discourage meaningful engagement and enable strategies, such as trial‐and‐error, that circumvent intended learning outcomes. These strategies will not prepare graduates as self‐regulated learners, nor for the complexities of contemporary work settings.ObjectivesTo investigate whether providing only a score after formative online multiple‐choice test attempts (score‐only feedback) increases the likelihood of students to engage in self‐regulated learning compared with more directive feedback. Measurable outcomes included deeper learning, collaboration, information seeking, and satisfaction.MethodsData in this mixed methods study were collected from nursing students through surveys, test results, focus groups, and student discussion board contributions. A quasi‐experimental design was used for quantitative data, and qualitative data were analysed thematically against domains of self‐regulated learning.Results and ConclusionsStudents receiving score‐only feedback were more cognitively engaged with the content, collaborated constructively, and sought out richer sources of information. However, it was also associated with lower satisfaction. In this study, minimal feedback created states of uncertainty, which resulted in the activation of self‐regulatory actions.Implications for PracticeProviding overly directive feedback for formative online multiple‐choice tests is conducive to surface‐level learning strategies. By minimising feedback and allowing for extended states of uncertainty, students are more likely to regulate their learning through self‐assessment and problem‐solving strategies, all of which are required by graduates to meet the challenges of real‐world work settings.

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Section: Discussionmentioning

confidence: 99%

Where less is more: Limited feedback in formative online multiple‐choice tests improves student self‐regulation

Say,

Visentin,

Saunders

et al. 2023

Computer Assisted Learning

View full text Add to dashboard Cite

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“…In a study on baccalaureate nursing students, Kuiper, Murdock, and Grant () found that increasing the number of clinical hours promoted higher self‐evaluation and greater levels of self‐efficacy in decision‐making when solving clinical problems. Based on a cohort evaluation of clinical practice for the Common Foundation Programme, Sharples and Moseley () determined that novice nursing students might not always possess the self‐directed ability to engage spontaneously with practical nursing care. However, those studies did not clearly indicate either the measurements for assessing SRL strategies that are useful in clinical training or the criteria for evaluating SRL in clinical nursing practice.…”

Section: Introductionmentioning

confidence: 99%

Development of the Self‐Regulated Learning Scale in Clinical Nursing Practice for nursing students: Consideration of its reliability and validity

Iyama

Maeda

2017

Japan Journal Nursing Sci

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“…Self-regulated learning has been associated with study success among nursing students. [1][2][3][4][5] However, it has been proposed that the regulation of cognitive activity is not sufficient; the ability to regulate motivation is regarded as a fundamental part of self-regulated learning, commitment to learning, and academic success. [6][7][8][9] Accordingly, nursing students' ability and willingness to regulate cognition and motivation enable them to create and maintain study engagement.…”

Section: Introductionmentioning

confidence: 99%

Nursing students' motivation regulation and its relationship with engagement and burnout

Mäenpää

Pyhältö

Järvenoja

et al. 2017

Nordic Journal of Nursing Research

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Motivation regulation, study engagement, and students' wellbeing are critical components of skillful self-regulated learning. However, few studies have focused on these factors and their relationship in nursing education and as there is an increased usage of blended learning in nursing education, measuring students' learning in this setting is increasingly important. This personoriented, quantitative study explored first-year nursing students' (N ¼ 90) motivation regulation related to study engagement and study burnout in blended and traditional learning environments in two undergraduate nursing programs. Regardless of the learning environment, the majority of the nursing students (65.6%) had a highly developed motivation regulation profile. They performed highly on motivation regulation, showed strong engagement, and exibhited reduced exposure for study burnout compared to those with less-developed motivation regulation profiles. It is suggested that motivation regulation, study engagement, and experienced burnout influence nursing students' learning. These components should be emphasized in developing nursing education and facilitating nursing students' learning.

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Learning to learn self-regulation in practice: A 2 cohort evaluation

Cited by 6 publications

References 15 publications

Where less is more: Limited feedback in formative online multiple‐choice tests improves student self‐regulation

Where less is more: Limited feedback in formative online multiple‐choice tests improves student self‐regulation

Development of the Self‐Regulated Learning Scale in Clinical Nursing Practice for nursing students: Consideration of its reliability and validity

Nursing students' motivation regulation and its relationship with engagement and burnout

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