The use of video examples in (online) learning scenarios is rapidly growing and can be very effective for learners with little or no prior knowledge. Third, some students still required further support Their learning performance, goal-setting, strategy implementation and monitoring,Īnd strategy outcome monitoring. Second, the results revealed that the SRL toolsĪnd external feedback from the OLM assisted most students in SRL, including monitoring Poor self-assessment, inappropriate target goals, a failure to conduct follow-up learning,Īnd a failure to achieve their goals. Students often have poor internal SRL processes and poor internal feedback, including SRL processes and performance, and a questionnaire was administered to ask studentsĪbout their SRL processes. An evaluation was conducted to record and analyze students’ Study explores the impact of external feedback from the OLM on students’ internal SRL Initial, desired, and perceived outcome performances, for investigation. These SRL toolsĪlso externalize students’ internal SRL processes and feedback, including perceived Perceived outcome performance and strategy outcome monitoring). strategy implementation), and evaluating their follow-up learning performance (i.e. desired performance) of follow-up learning, conducting follow-up learning
actual performance) in the system, setting target Performance) after listening to a teacher’s lecture, being assessed by and receivingĮxternal feedback from the OLM (i.e. perceived initial performance and monitoring of learning Models (OLMs) to assist students in conducting SRL, including self-assessing their initial This study proposed a SRL model to illustrate the relationship amongĮxternal SRL tools, internal SRL processes, internal feedback, and external feedback.īased on the model, this study designed a system with SRL tools and open leaner Many meta-cognitive internal processes that are hidden and difficult to observeĪnd measure. Providing external feedback to facilitate better student SRL. However, students may have poor SRL processesĪnd performance due to their poor monitoring. In SRL, monitoring plays a critical role in generating internal feedback and In self-regulated learning (SRL), students organize, monitor, direct, and regulate their Further research is needed to determine if its use is associated with a change in knowledge. Our online, interactive, module-based learning tool has sound pedagogical properties. These themes informed recommendations to improve the tool. The open-ended suggestions unveiled 3 pedagogical themes, relating to multimedia, thinking skills, and learner control, within the tool that could benefit from further development. At least 75% of participants agreed that the learning, design, and engagement constructs of the learning tool were adequate.
Most (68.8%) participants were chiropractors, 75% were male and 56% were between the ages of 25 and 44 years. Sixteen participants completed the evaluation. Participants were also asked to provide suggestions for improvement of the tool. We evaluated the learning, design, and engagement constructs in a sample of faculty members and residents using the Learning Object Evaluation Scale for Students. The context of the tool focused on a clinical practice guideline on the management of neck pain. Using an integrated knowledge translation methodology and the Knowledge to Action Framework, we developed an evidence-based online learning tool. Second, to evaluate the learning, design, and engagement constructs of the tool in a sample of chiropractic faculty members. To develop an online, interactive educational tool to deliver an evidence-based clinical practice guideline to faculty members at a Canadian chiropractic college.
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