Prompting Self-Monitoring of Learning in Self-Paced Computer Based Training: The Effect on Self-Regulation and Learning

The purpose of this dissertation was to investigate the effects of prompting students to monitor their use of learning strategies and comprehension while completing self-paced, work-related training in a computer-based learning environment. Study participants included 94 enlisted military volunteers, randomly assigned to one of three groups in the spring of 2012. Changes in strategy use and comprehension were evaluated within and between groups receiving either immediate, delayed or no prompts using multiple methods of measurement, both during and after training. Prompts asked participants to rate their level of agreement to statements regarding their strategy use and comprehension of lesson content. Dependent variables included declarative knowledge and self-regulation. Declarative knowledge was measured using multiple end-of-lesson tests and a comprehensive end-of-course test. Self-regulation of strategy use was measured using a post-treatment self-report instrument and strategy use scores derived from an evaluation of learner notes. Independent variables included prompts to self-monitor performance; prior knowledge was used as a covariate in all analyses. Multivariate analysis of covariance was used to investigate the effects of the prompts on the combination of self-regulation and comprehension scores at the end of training. Mixed model repeated measures analysis of covariance was used to investigate changes in self-regulation and strategy use during training. Analysis of results revealed no statistically significant effects of the prompting treatments on combined scores of self-regulation and comprehension by the end of the treatment between groups. Furthermore, there were no significant effects of the prompts on strategy use or comprehension over time between groups. Findings from this study suggest the addition of prompts in computer-based learning events may not be effective for all learners or learning tasks. In contrast to similar experiments with college students, the prompts failed to influence participant strategy use and learning. Although groups receiving prompts invested more time in training, the additional time did not lead to improved overall strategy use or comprehension scores in comparison to the group that did not receive prompts. By the end of training, average comprehension scores among groups was equivalent and, on average, below passing (80%). The lack of effect on strategy use may have been a result of participants\u27 low prior knowledge, proficiency with learning strategies, task complexity and the value participants assigned to the learning task. Findings from this study expand the existing body of knowledge regarding the self-regulation of learning in computer-based learning environments, particularly with regard to the population of working adults, whose self-regulation of learning in the workplace has not been extensively investigated. Additionally, this study provides an example of how to employ multiple measures of self-regulation to more fully describe self-regulatory processes in computer-based learning environments, an approach researchers investigating self-regulation have called for

Effect of the Virtual Simulation Paired Prebriefing-Debriefing Strategy on Nursing Students’ Self-Efficacy Perceptions and Virtual Simulation Performance in the Care of Patients Experiencing a Myocardial Infarction

Through the use of virtual simulations (VS) in nursing education, nursing students are exposed to a variety of clinical scenarios that may potentially improve their learning of competencies, increase their self-efficacy, and enhance their future clinical performance. Despite limited quantitative research incorporating evidence-based strategies such as prebriefing and debriefing as part of the VS experience, this educational technology continues to gain popularity. In 2020, the use of VS in the nursing curriculum exponentially increased when the global COVID-19 pandemic impacted traditional in-person clinicals, laboratory, and human patient simulation (HPS) experiences. Associate Degree Nursing (ADN) programs have benefited from the use of VS. Among the various types of programs that educate prelicensure nursing students, ADN programs prepare the greatest number of students, educate more culturally and academically diverse students, and are challenged to prepare competent nurse graduates within a short curriculum timeframe. The researcher aimed to explore the effect of the Virtual Simulation Paired Prebriefing-Debriefing (VSPPD) strategy on ADN students’ self-efficacy perceptions and VS performance concerning the care of patients experiencing a myocardial infarction (COPE-MI). Guided by the National League for Nursing (NLN) Jeffries Simulation Theory (JST) and principles of Bandura’s self-efficacy theory, this quasi-experimental, two-group (intervention group and control group), pretest and post-test educational intervention study examined five research questions: 1) What is the effect of the Virtual Simulation Paired Prebriefing-Debriefing (VSPPD) strategy on Associate Degree Nursing (ADN) students’ self-efficacy perceptions concerning the care of patients experiencing an MI? 2) What is the effect of the VSPPD strategy on VS performance scores? 3) What is the correlation between students’ self-efficacy perceptions and VS performance scores? 4) What is the influence of selected demographic variables on students’ self-efficacy perceptions concerning the care of patients experiencing an MI? 5) What is the influence of selected demographic variables on students’ VS performance scores? Implemented with a third-semester, five-credit, advanced medical-surgical nursing course in the ADN curriculum, the VSPPD strategy aimed to positively influence nursing students’ self-efficacy for performing cognitive, practical, and affective COPE-MI nursing skills and VS performance scores through students’ participation in a paired prebriefing-debriefing and repeated completion of the same VS scenario preceded and followed by structured briefing conversations. The VSPPD strategy was developed by the researcher based on the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: SimulationSM, constructs of the JST, and the NLN vSim® for Nursing Curriculum Integration Guide for Faculty. The effectiveness of this educational strategy was measured by the Care of Patients Experiencing a Myocardial Infarction Self-Efficacy Tool (COPE-MI SET©), the Virtual Simulation Survey (VSS), and students’ VS performance scores. Data analysis results for the five research questions support the effectiveness of the VSPPD educational strategy on students’ COPE-MI self-efficacy perceptions (in the cognitive, psychomotor, and affective domains) and VS performance scores. Results also support that there is a positive correlation between students\u27 COPE-MI self-efficacy perceptions and VS performance scores. While sample size limitation was a concern, this study also provided evidence that the VSPPD strategy caused positive changes in students’ COPE-MI self-efficacy perceptions and VS performance scores regardless of students’ age, previous experience with video or computer gaming, or previous healthcare work experience. This study fills a literature gap in the area of high-quality, multidimensional, synchronous VS educational intervention studies specifically utilizing sound evidence-based educational and evaluation strategies that were guided by theoretical frameworks, followed international simulation guidelines and standards, incorporated a structured paired prebriefing-debriefing, included and measured repeated VS performances, and measured self-efficacy outcomes using a valid and reliable measurement tool. Lastly, the study VSPPD strategy detailed implementation guidelines and evaluation tools can assist in directing future VS synchronous educational strategies and research studies focused on evaluating participants’ COPE-MI self-efficacy perceptions and VS performance

Evaluation of a blended learning approach on stratified care for physiotherapy bachelor students

Stratified models of care are valuable for addressing psychosocial factors which influence the outcome of patients with musculoskeletal disorders. Introducing such models in the undergraduate training has the potential to propagate this knowledge with evidence and foster its implementation. The objective of this paper is to explore the perception and changes in the fear-avoidance beliefs of physiotherapy students participating in a developed blended learning course on stratified care. A mixed-methods with a convenient sample of two consecutive cohorts were given a blended learning course on stratified care for patients with low back pain. The blended learning course comprised scientific rudiments and application of stratified care in clinical practiceconceptualised using the KERN’ 6-step approach. The exam scores, perceptions, performance on self-reflection-tests and pre- and post-scores on The Tampa Scale for Kinesiophobia for Physiotherapists’ (TSK-PT) were obtained. After gaining clinical experience, participants were invited to discuss their clinical experiences and perceptions in workshops. The quantitative data was analysed explorative descriptively. The qualitative data was analysed following an inductive coding system with constant comparisons. Ninety-one participants consented to the evaluation (mean age=22.9±1.6 years), 66% were female. Exam scores correlated with time spent in training (r=0.30) and scores on self-reflection-tests 1 and 2 (r=0.40 and r=0.41). Participants in both cohorts described the learning resources as promoting their interest in the subject (72% and 94%), up-to-date (91% and 93%) and helpful (91% and 97%). The fear-avoidance scores for participants decreased from 53.5 (±9.96) to 40.1 (±12.4) with a large effect size (d=1.18). The regression model [F (2, 49)=1151.2, p<0.001] suggests that pre-TSK-PT and the interest of participants in the training predicted post-TSK-PT. The workshop participants (n=62) all worked in clinical practice. Emerging from the analysis were 4 categories (evolving to maturity in practice, perceiving determinants of stratified care, strategising for implementation and adopting an outlook for future practice). The quality of engagement in learning, training strategy and interest in the subject contributes immensely to learning outcomes. This blended learning course was successful in reducing kinesiophobia and influencing the participants’ attitude towards care with the potential of being translated into long-term practice

Examining Spillover Effects from Teach For America Corps Members in Miami-Dade County Public Schools

Despite a large body of evidence documenting the effectiveness of Teach For America (TFA) corps members at raising the math test scores of their students, little is known about the program's impact at the school level. TFA's recent placement strategy in the Miami-Dade County Public Schools (M-DCPS), where large numbers of TFA corps members are placed as clusters into a targeted set of disadvantaged schools, provides an opportunity to evaluate the impact of the TFA program on broader school performance. This study examines whether the influx of TFA corps members led to a spillover effect on other teachers' performance. We find that many of the schools chosen to participate in the cluster strategy experienced large subsequent gains in math achievement. These gains were driven in part by the composition effect of having larger numbers of effective TFA corps members. However, we do not find any evidence that the clustering strategy led to any spillover effect on school-wide performance. In other words, our estimates suggest that extra student gains for TFA corps members under the clustering strategy would be equivalent to the gains that would result from an alternate placement strategy where corps members were evenly distributed across schools

Building a Districtwide Small Schools Movement

Presents a case study of community organizing for school reform by Oakland Community Organizations: how parent and community engagement in a campaign for small schools shaped leadership development, district policy, school capacity, and student outcomes

Positive Student Outcomes in Community Schools

Analyzes links between participation in community school supplemental programs in extended learning, family engagement, and support, and student outcomes such as English language development scores and attitudes about school. Makes policy recommendations

Informing Writing: The Benefits of Formative Assessment

Examines whether classroom-based formative writing assessment - designed to provide students with feedback and modified instruction as needed - improves student writing and how teachers can improve such assessment. Suggests best practices

Integrating new assessment strategies into mathematics classrooms: an exploratory study in Singapore primary and secondary schools

Educational researchers and practitioners have in recent years paid mounting attention to the importance of new assessment (or the so-called alternative assessment) strategies in Mathematics instruction to better reflect the new desired educational goals and shifted values in education. However, research is wanting in this area, particularly in Singapore's educational setting. This project seeks to investigate the influence of using new assessment strategies in Mathematics teaching and learning on students' achievements, in both the cognitive and affective domains, in our local school settings. A quasi-experimental study with about 15-20 teachers at primary and lower secondary levels will be carried out to assess the impact of using a variety of strategies (e.g., projects, journal writing, oral presentation, performance tasks, student self-assessment, classroom observation and interview, etc.) for three school semesters on students' learning. The project will also look into issues concerning how to use new assessment strategies effectively in classrooms in local schools. For this purpose, data will be collected from classroom observation, interviews with teachers and students, and questionnaire surveys. It is hoped that the project will provide research-based evidence and practical suggestions for promoting the effective use of alternative assessment in Singapore Mathematics classrooms. <br/

Vocation, motivation and approaches to learning: a comparative study

Purpose – The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components. Design/methodology/approach – Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing). Findings – The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches. Research limitations/implications – Data are obtained from students studying at a specific university in two degrees. Practical implications – The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students’ motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations. Originality/value – This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators.Junta de Andalucía – FEDER (Proyectos de Excelencia: SEJ-02670

Closing the gap between business undergraduate education and the organisational environment: A Chilean case study applying experiential learning theory

In response to the continuous changes in Latin American higher education and the increasing demands for better prepared professionals, the Learning Connected to the Organisational Environment method was introduced in the course of Marketing at one public University in Chile. This was aimed as an integrated approach to education, providing pedagogical and social value by connecting organisations and real challenges with the learning objectives. This paper describes its design, implementation and initial impact on students’ learning process. Results on the impact of the LCOE method show that students valued learning with this new initiative (n = 158) and showed higher performance and improved quality of their written reports, along with higher evaluations of the teaching staff compared to students in the same course learning with traditional methods (n = 158). Discussion is centred on the value of this initiative and on suggestions for transference and future research