Instructional Science

Putting self-regulated learning and teaching into practice: insights from two science teachers and their students

3 months 1 week ago
As education systems confront the growing need for autonomous learners, the requirement from teachers to exhibit self-regulated learning and teaching (SRL&T) abilities intensifies. However, research investigating teachers’ roles as mentors for their students’ self-regulated learning (SRL), particularly regarding teachers’ SRL&T within schools, remains limited. Our research examines the relationship between teachers’ progression in SRL&T and the consequent impact on their students’ SRL. We emphasized reflection as the crucial skill that serves to enhance both teachers’ professional development and students’ SRL. We investigated two science teachers and 101 of their 10th, 11th, and 12th-grade students using a mixed-methods approach. We extracted themes and categories related to teachers’ perceptions of SRL&T change while implementing SRL&T in their classes, as well as their students’ reflection levels. A specially developed rubric helped determine the teachers’ assessment knowledge and reflection levels as expressed in their online assignments. Findings indicate a parallel progression in teachers’ SRL&T proficiency and students’ reflective capacities. Teachers’ efficacy in implementing SRL&T depended on the development of their understanding of SRL and their autonomy in designing the SRL-enriched modules. The study contributes both theoretically, by elucidating teachers’ role in fostering SRL&T, and methodologically, by introducing a novel approach for analysing reflections of teachers and students.

Novice and expert self-regulated learning phase transitions in medical diagnosis: Implications for adaptive and intelligent systems

3 months 2 weeks ago
Expertise plays a significant role in shaping self-regulated learning (SRL) by influencing how individuals set goals, monitor progress, employ strategies, and reflect on their learning process. However, comprehensive data on this link is sparse in medical contexts. This paper investigates the transitions of SRL phases during clinical-reasoning tasks with a multimedia system, CresME, designed to elicit clinical-reasoning processes using illness scripts. We investigate whether experts utilize more frequent and diverse SRL phase transitions and have better diagnostic performance than novices. Thirty-four participants from a North American Medical School were trained to think-aloud and solved five clinical cases related to the common cough with CResME. Verbalizations were transcribed and coded for SRL phases based on Zimmerman and Moylan’s socio-cognitive model of SRL. Sequential pattern mining revealed that experts exhibited less frequent but more diverse SRL phase transitions than novices, yet these relations did not always result in better diagnostic performance. Instead, the relations between expertise, SRL, and diagnostic performance were dependent on the case. These insights hold implications for assessing SRL phases during clinical reasoning activities to guide just-in-time and personalized support with multimedia systems in medical education.