The effect of cues for calibration on learners' self-regulated learning through changes in learners’ learning behaviour and outcomes

Laer, Stijn Van; Elen, Jan

doi:10.1016/j.compedu.2019.02.016

Cited by 33 publications

(18 citation statements)

References 92 publications

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“…1 For SDL to be effective, learners should compare their comprehension of material assessment scores and both of these with the desired learning outcomes. 2 However, learners often struggle to judge their own learning progress accurately. 2 Cues, such as questions or activities, can be given to help students more effectively compare what they think they know to what they actually know.…”

Section: Introductionmentioning

confidence: 99%

“…2 However, learners often struggle to judge their own learning progress accurately. 2 Cues, such as questions or activities, can be given to help students more effectively compare what they think they know to what they actually know. 2 Since pharmacy students have generally learned via traditional lecture, they need help developing these SDL skills.…”

Section: Introductionmentioning

confidence: 99%

“…2 Cues, such as questions or activities, can be given to help students more effectively compare what they think they know to what they actually know. 2 Since pharmacy students have generally learned via traditional lecture, they need help developing these SDL skills. 3 The Accreditation Council for Pharmacy Education "Standards 2016" recommends a curriculum "delivered via teaching/learning methods that promote student responsibility for self-directed learning", which might be accomplished in part through the integration of adaptive learning technology (ALT) software.…”

Section: Introductionmentioning

confidence: 99%

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Use of Adaptive Learning Technology to Promote Self-Directed Learning in a Pharmacists’ Patient Care Process Course

Toth

Rosenthal

Pate

2021

American Journal of Pharmaceutical Education

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Objective. One goal of pharmacy educators is to help students become self-directed learners. A method that may help achieve this goal is adaptive learning technology (ALT), which provides real-time feedback on students' strengths and weaknesses. The primary objective of this study was to evaluate student changes in self-directed learning (SDL) in a Pharmacists' Patient Care Process (PPCP) course using ALT. Methods. PPCP was delivered using traditional teaching methods in fall 2018 and ALT in spring 2019. First-year student pharmacists were surveyed three times throughout the academic year on SDL factors. Focus groups were conducted at the end of the spring semester to identify perceptions of course delivery. Multilevel linear modeling and qualitative content analysis were used to evaluate the surveys and the focus groups, respectively. Results. Ninety-two of 106 students completed all three surveys. Scores on stress management, and exam management increased from the beginning to the end of the academic year. Scores on seminar (lecture) learning proficiency, procrastination management, and time management decreased from the beginning to the end of the year. Assignment management and comprehension competence trends varied from ends of the first and second semesters. Themes identified from the focus groups were student learning preferences, semester comparisons, value, and technology. Conclusion. Student pharmacists struggled with the integration of ALT into their previously established study routines. Focus groups helped add context to SDL scores. Although statistically significant differences were found for some SDL factors, it is difficult to conclude at this time if implementation of ALT improved SDL.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Use of Adaptive Learning Technology to Promote Self-Directed Learning in a Pharmacists’ Patient Care Process Course

Toth

Rosenthal

Pate

2021

American Journal of Pharmaceutical Education

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“…In another side related to the aspect of behaviour, student will be able to select, compose, and manage the environment to create a good learning environment (Artino & Jones, 2012;Stefanou et al, 2014). In the end, the components of SLR in learning will make them as active students who are independent in the learning process (Wong et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The effect of self-regulated learning strategies on the primary school students' independent learning skill

Sukowati

Sartono

Pradewi

2020

PETiER

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Students have Self-Regulated Learning (SRL) which can motivate themselves to arrange personal goals, plan strategies done to achieve the goal, until to evaluate the behaviors. Besides that, students can be more responsible to themselves so that the learning independence of students can be formed. This research aimed to investigate the level of SRL and learning independence of elementary school students, and to investigate the influence of SRL towards the learning independence of elementary school students. This research used a quantitative approach with the comparative research design. The population in this research was 387 students with the sample used was 194 students taken randomly using Slovin’s formula. The instrument used in this research consisted of 24 questions by using 4-point Likert Scale. The data collection technique was used by comparing SRL of students. The data analysis was conducted by SPSS version 24. The finding of the research showed that SLR and learning independence of elementary school students was on the category medium and has a tcount of 8,516. In addition, the F-test result obtained was 240, 783. Therefore, it can be concluded that there is a significant influence between SRL and the learning independence of elementary school students. The futher reasearch must be based on previous studies. The influence of SRL on student independence and the factors that influence needed to described more comperhensive.

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“…Differences with regard to the statistical analyses used can also be found. Some researchers investigate the occurrence of for example particular sub-sequences as varying from learner to learner and apply multi-level analysis (e.g., Taub, Azevedo, Bouchet, & Khosravifar, 2014;Taub, Azevedo, Bradbury, Millar, & Lester, 2017),while others focus on clusters of learners and instead apply chi-square analysis (e.g., Van Laer & Elen, 2016;Van Laer, Jiang, & Elen, 2018) or variance analysis. Still others argue that statistical analysis based on sub-sequences is insufficient to establish a full picture of learners' learning patterns and prefer to use stochastic models based on the entire sequences to operationalize the investigation of learners' behaviour (e.g., Bannert, Sonnenberg, Mengelkamp, & Pieger, 2015;.…”

Section: Introductionmentioning

confidence: 99%

Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning

Laer

Elen

2018

FLR

Self Cite

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In recent decades, conceptualizations and operationalizations of self-regulated learning (SRL) have shifted from SRL as an aptitude to SRL as an event. Alongside this shift, increased technological capability has introduced computer log files to the investigation of SRL, uncovering new research avenues. One such avenue investigates the time-related characteristics of SRL through learners' behavioural sequences. Although sequence analysis is still relatively new in SRL research, other fields have fruitful traditions in its application and may serve as a basis for applications in the field of SRL. Ten years of investigating SRL through sequence analysis have produced a wide range of methodological approaches. While this variety of methods illustrates the diversity of opportunities, it also indicates the lack of consensus regarding the most appropriate approaches often resulting in difficult to understand methods and nontransparent ways of reporting. Since the introduction of sequence analysis in the field of SRL, researchers have been emphasizing the need for a methodological framework to guide its application. Yet, to date, no such framework has been proposed, hindering our progress through (1) transparent methods and (2) comparative studies to (3) empirical and ecological applications. To help overcome this issue, this manuscript discusses the basis of a methodological framework for the use of sequence analysis in SRL research. We first make a case for why such a framework is necessary; secondly, we propose a set of guidelines which could serve as a starting point for the construction of a framework.

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The effect of cues for calibration on learners' self-regulated learning through changes in learners’ learning behaviour and outcomes

Cited by 33 publications

References 92 publications

Use of Adaptive Learning Technology to Promote Self-Directed Learning in a Pharmacists’ Patient Care Process Course

Use of Adaptive Learning Technology to Promote Self-Directed Learning in a Pharmacists’ Patient Care Process Course

The effect of self-regulated learning strategies on the primary school students' independent learning skill

Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning

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