Article
Education & Educational Research
Jian-Wei Lin, Hsieh-Hong Huang, Hong-Ren Chen
Summary: Team-Based Learning (TBL) is widely used and proven to be effective in various fields (courses). Group awareness (GA) information has been found to increase peer participation in online collaborative learning environments. This study incorporates GA information into the preparation stage of the TBL process and develops an online TBL + GA system to improve peer preparation. Additionally, the study investigates how the TBL + GA environment affects students with different levels of self-regulated learning (SRL).
INTERACTIVE LEARNING ENVIRONMENTS
(2023)
Article
Education & Educational Research
Maria Cervin-Ellqvist, Daniel Larsson, Tom Adawi, Christian Stohr, Raffaella Negretti
Summary: This study investigates students' use of learning strategies in higher education contexts, revealing the complex reasons why students sometimes choose seemingly ineffective learning strategies. It confirms the need for explicit guidance for students.
Article
Education, Scientific Disciplines
Amy Greenberg, Doreen M. Olvet, Judith Brenner, Binbin Zheng, Amber Chess, Elisabeth F. M. Schlegel, Samara B. Ginzburg
Summary: This study aims to explore the strategies medical students use to support self-regulated learning in the specific context of an integrated, student-centered curriculum. Through semi-structured interviews with first-year medical students from two medical schools, it was found that students developed strategies to plan for integration and build connections across material to support self-regulated learning.
Article
Education & Educational Research
Laura Corazza, Sepide Shirkhani, Pascal O. Berberat, Marjo Wijnen-Meijer
Summary: This study aims to explore the self-regulated learning (SRL) strategies used by medical students during their clerkships. The findings showed that the most common SRL strategies used by the students were seeking information online, seeking social assistance from doctors, and reading books. There were differences in the strategies used by female and male students in different learning contexts. Some students lacked SRL strategies for certain situations due to a lack of time.
BMC MEDICAL EDUCATION
(2023)
Article
Education & Educational Research
Taylor Boyd, Henrike Besche, Richard Goldhammer, Afaf Alblooshi, Bradley I. Coleman
Summary: This study aimed to investigate the impact of a self-regulated learning intervention on first-year medical students and assess their intended use of self-regulated learning skills throughout medical school. The results showed an increase in students' anticipated use of these skills following the intervention, suggesting that classroom-based learning and one-on-one coaching programs are feasible approaches for promoting self-regulated learning techniques in the preclinical setting.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Chan Choong Foong, Nur Liyana Bashir Ghouse, An Jie Lye, Nurul Atira Khairul Anhar Holder, Vinod Pallath, Wei-Han Hong, Joong Hiong Sim, Jamuna Vadivelu
Summary: This study explored the characteristics of high performing medical students in terms of self-regulated learning (SRL), finding that they set goals, made plans, motivated themselves, put consistent efforts into their studies, and employed effective learning strategies. High performing students also used coping mechanisms to deal with challenges and regularly evaluated their performance.
BMC MEDICAL EDUCATION
(2021)
Article
Education, Scientific Disciplines
Zohour Ibrahim Rashwan, Toqa Jameel Busebaia, Amal Saad AL-Sabbagh, Rasha Salah Eweida
Summary: The Guided Reciprocal Peer Questioning Strategy (GRPQS) transforms the classroom environment into an engaging one where students actively participate in their learning process. The study shows that students who engaged in GRPQS had higher self-esteem and improved metacognitive awareness, along with enhanced cognitive knowledge and regulation. Incorporating GRPQS in nursing curricula is recommended for its effectiveness in improving students' learning experiences and cognitive skills.
NURSE EDUCATION TODAY
(2021)
Article
Education & Educational Research
Ling Li, Ming-ling Zhu, Yu-qing Shi, Li-li Yang
Summary: This study aimed to investigate the factors that affect the self-regulated learning (SRL) ability of medical-related students in a Traditional Chinese Medicine (TCM) university and the impact of learning strategies on SRL. The results showed that the SRL of medical-related students was better, and learning strategies as well as personal or social factors can affect SRL.
BMC MEDICAL EDUCATION
(2023)
Article
Nursing
Safoura Khodaei, Shirin Hasanvand, Mohammad Gholami, Yaser Mokhayeri, Mitra Amini
Summary: This study aimed to investigate the effects of online flipped classrooms on nursing students' self-directed learning readiness and metacognitive awareness. The results showed that both online asynchronous learning and online flipped classrooms significantly improved students' self-directed learning readiness, while only the online flipped classroom approach demonstrated significant improvement in metacognitive awareness.
Article
Nursing
Carmen Wing Han Chan, Fiona Wing Ki Tang, Ka Ming Chow, Cho Lee Wong
Summary: The study found that active learning approaches significantly improved nursing students' critical thinking, creative thinking, problem-solving, and communication skills, while enhancing their knowledge of cognition and regulation of cognition.
Article
Education & Educational Research
Mark Feng Teng
Summary: The study found that incorporating metacognitive prompts in cooperative learning can enhance metacognitive awareness and improve English writing outcomes. Multiple regression analysis indicated that enhanced metacognitive awareness significantly predicted English writing results.
ASIA-PACIFIC EDUCATION RESEARCHER
(2022)
Article
Education & Educational Research
Fatih Kalemkus, Muzeyyen Bulut-Ozek
Summary: The research examines the effects of online project-based learning on students' metacognitive awareness. Quantitative findings show that online project-based learning improved students' metacognitive awareness. Qualitative findings identified sub-themes of metacognitive awareness, including supervision, task, monitoring, and self-awareness.
INTERACTIVE LEARNING ENVIRONMENTS
(2022)
Article
Education & Educational Research
Yusufu Gambo, Muhammad Zeeshan Shakir
Summary: The development of smart and mobile technologies has led to the creation of a smart learning environment that supports different learning styles and skills development. A self-regulated smart learning environment (mobile app) was developed and implemented to support online learning experiences of undergraduate students in this study. Through a mix of quantitative and qualitative evaluations, it was found that the mobile app supported students' online learning experiences, but there were suggestions for improvement such as enhancing user functionalities and providing a web-based version for different operating systems.
EDUCATION AND INFORMATION TECHNOLOGIES
(2023)
Article
Psychology, Multidisciplinary
Jose Luis Antonanzas, Carlos Salavera
Summary: In order to improve road safety, understanding the strategies used by drivers in the task of driving has always been a priority. This study validated the metacognitive skills questionnaire for drivers. The questionnaire measures the metacognitive skills used by drivers before, during, and after driving. The results of factor analysis show the existence of three factors: planning, self-realization, and evaluation. These findings will contribute to improving driver behavior and training programs.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Psychology, Multidisciplinary
Tao Pei, Jitpanat Suwanthep, Huashan Lu
Summary: This study developed a self-directed online listening practice based on the Metacognitive Pedagogical Cycle (MPC) and investigated its effects on Chinese intermediate EFL learners' listening comprehension, metacognitive awareness, and listening self-efficacy. The results showed that the online metacognitive listening practice significantly improved learners' listening comprehension.
FRONTIERS IN PSYCHOLOGY
(2023)