On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Barak, Miri; Hussein-Farraj, Rania; Dori, Yehudit Judy

doi:10.1186/s41239-016-0035-9

Cited by 86 publications

(61 citation statements)

References 36 publications

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“…The current online learning demands self-regulation, monitoring, assessment, and complete autonomy on the part of the learner. Such disciplined behavioral changes should be inculcated in course design by teachers that offer online teaching/training (Barak et al 2016) in this paper, that element was missing and should have been incorporated through thoughtful design.…”

Section: Resultsmentioning

confidence: 99%

Evaluation of awarding badges on Student’s engagement in Gamified e-learning systems

Imran

2019

Smart Learn. Environ.

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Gamification has been gaining increasing acceptability in recent times in educational and commercially related activities, as a tool that encourages and improves the motivation of digital native learners. Since learners can easily engage, educationists have explored gamification as a tool for remediation of engagement, motivation, and collaboration. However, the literature showed that the structural and contextual deployment of game elements is defined only partially in practice. Subsequently, gamification success and failure factors should be explored to identify the required enhancement to achieve improved efficiency in current systems. This research extracts the relevant aspects of gamification that need due consideration to make a guided choice through existing theories. This study is based on an online gamified study that uses well-founded concepts in teaching and evaluation of students in a university. Although badges earned and time spent indicated an increase in engagement, the results show that further work needs to be done by incorporating feedback elements, social interaction, and interactive guidance. The underlying impression is that timely, frequent feedback and personalized guidance, avenues for collaboration and interactivity need to be explored towards the better utility of gamification. Therefore, learning culture in the current learner-centered environment should be further studied to infuse better productivity.

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Section: Resultsmentioning

confidence: 99%

Evaluation of awarding badges on Student’s engagement in Gamified e-learning systems

Imran

2019

Smart Learn. Environ.

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“…These motivational factors are the sine qua non of self-regulation processes (Pintrich & Zusho, 2007). In contrast, autonomy is a characteristic of online environments, and self-regulation learning strategies have been highlighted as a crucial component of student learning and achievement online (Barak, Hussein-Farraj, & Dori, 2016;Dabbagh & Kitsantas, 2004;Kocdar, Karadeniz, Bozkurt, & Buyuk, 2018). In online settings, learners need to be more independent and self-directed than in traditional settings.…”

Section: The Self-regulation Learning Questionnaire For Lgdm Assignmentsmentioning

confidence: 99%

“…In online settings, learners need to be more independent and self-directed than in traditional settings. Online activities are open regarding time, pace, and content, which means that self-regulation learning skills such as time management are required (Barak et al, 2016;Barnard et al, 2009;Bergamin, Ziska, Werlen, & Siegenthaler, 2012;Garrison, 2000;Kauffman, 2004). Students lacking self-regulation learning skills may misconceive the autonomy of the learning environment and underperform (Barnard et al, 2009).…”

Section: The Self-regulation Learning Questionnaire For Lgdm Assignmentsmentioning

confidence: 99%

Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

Reyna¹,

Hanham²,

Vlachopoulos

et al. 2019

AJET

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This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure – six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners’ experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies.

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“…Mobile technology used for mediating educational content offers flexibility in teaching methods; thus, mobile learning (mLearning) promotes and contributes to learning processes that are less constrained by time and context [ 4 - 6 ]. Research indicates that mLearning contributes to meaningful and comprehensive learning experiences, inviting students to select their preferred modalities and share the responsibility for their own learning processes [ 1 , 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach

Egilsdottir¹,

Heyn²,

Brembo³

et al. 2021

JMIR Mhealth Uhealth

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Background As many students in higher education are skilled users of mobile technology, mobile learning (mLearning) can be a promising educational strategy to enhance their learning experience. mLearning might also be well suited for nursing students as they navigate between multiple learning contexts in their educational curriculum. As an educational strategy, mLearning may also reduce challenges caused by the theory-practice gap in nursing by supporting skills and knowledge transfer between the university and clinical settings. As the introduction of basic physical assessment skills (B-PASs) into Norwegian bachelor’s degree education in nursing occurred quite recently, there is a lack of competence in supervision and teaching in both university and clinical settings. As such, mLearning appears to be a good strategy to support student B-PAS learning and knowledge transfer across learning contexts. Objective This study aims to explore and elicit the perspectives of students regarding the way in which a selection of digital learning resources supports B-PAS learning and application in clinical rotation, which of the selected digital learning resources are beneficial to include in a suite of mLearning tools, and how the selected digital learning resources could support the transfer of skills and knowledge from the academic to clinical context. Methods We used a longitudinal participatory design approach to co-design a suite of mLearning tools. The co-design processes took place in several workshops (WSs) over a period of 3 months: 2 WSs with first-year students (n=6), 3 WSs with second-year students (n=6), and 3 WSs with third-year students (n=8). The students evaluated several digital learning resources in both academic and clinical contexts. The digital learning resources included digital simulation with virtual patients, massive open online courses, and multimedia learning material. In the co-design WS, the potential and benefits of these digital learning resources for the learning and application of B-PASs were explored. Results The students reported that the digital learning resources stimulated learning in 7 different ways. They also emphasized the importance of including all selected and tested digital learning resources. Moreover, students supported the inclusion of additional learning material, such as multiple-choice tests and written assignments, aimed at providing feedback and contributing to knowledge development. Conclusions The co-design processes and collaboration with the nursing students provided insight into how a suite of mLearning tools may support the learning and application of B-PASs and human bioscience knowledge in clinical rotation. From the students’ perspective, one of the strengths of the suite of mLearning tools was the range of content, as this met a broader range of student learning preferences regarding learning B-PASs. The suite of mLearning tools contributes to and supports skills training and knowledge transfer between multiple learning contexts.

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On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Cited by 86 publications

References 36 publications

Evaluation of awarding badges on Student’s engagement in Gamified e-learning systems

Evaluation of awarding badges on Student’s engagement in Gamified e-learning systems

Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach

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