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Examining the Interplay between Self-Regulated Learning Activities and Types of Knowledge within a Computer-Simulated Environment

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Title: Examining the Interplay between Self-Regulated Learning Activities and Types of Knowledge within a Computer-Simulated Environment
Language: English
Authors: Li, Shan (ORCID 0000-0001-6001-1586), Huang, Xiaoshan (ORCID 0000-0002-2853-7219), Wang, Tingting (ORCID 0000-0002-6315-4029), Pan, Zexuan (ORCID 0000-0002-2450-5121), Lajoie, Susanne P. (ORCID 0000-0003-2814-3962)
Source: Journal of Learning Analytics. 2022 9(3):152-168.
Availability: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Peer Reviewed: Y
Page Count: 17
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Correlation, Metacognition, Task Analysis, Difficulty Level, Learning Analytics, Computer Simulation, Learning Activities, Medical Students, Network Analysis, Comparative Analysis, Medical Education, Epistemology, Patients, Classification
ISSN: 1929-7750
Abstract: This study examines the temporal co-occurrences of self-regulated learning (SRL) activities and three types of knowledge (i.e., task information, domain knowledge, and metacognitive knowledge) of 34 medical students who solved two tasks of varying complexity in a computer-simulated environment. Specifically, we explored how task complexity affected the use of SRL activities, types of knowledge, and their interplays using epistemic network analysis (ENA). We also compared the differences between high and low performers. The results showed that the use of SRL activities, especially planning and monitoring, was more intensive in a difficult task compared to an easy task. Students also used more domain knowledge to solve the difficult task. For both tasks, domain knowledge and metacognitive knowledge co-occurred most frequently, followed by domain knowledge and planning. Nevertheless, the interplay of SRL activities and types of knowledge is generally different between the two tasks. Moreover, we found that high performers used significantly more metacognitive knowledge than low performers in the easy task. However, no significant differences were found between high and low performers in both tasks. This study helps shift the focus from solely examining SRL strategies or the use of knowledge to exploring the interplay of various SRL components. Moreover, this study lays the foundation for rethinking SRL competency in clinical reasoning and redesigning instructional models that highlight the acquisition of both knowledge and skills.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1375342
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Examining the Interplay between Self-Regulated Learning Activities and Types of Knowledge within a Computer-Simulated Environment
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Shan%22">Li, Shan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6001-1586">0000-0001-6001-1586</externalLink>)<br /><searchLink fieldCode="AR" term="%22Huang%2C+Xiaoshan%22">Huang, Xiaoshan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2853-7219">0000-0002-2853-7219</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Tingting%22">Wang, Tingting</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6315-4029">0000-0002-6315-4029</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pan%2C+Zexuan%22">Pan, Zexuan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2450-5121">0000-0002-2450-5121</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lajoie%2C+Susanne+P%2E%22">Lajoie, Susanne P.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2814-3962">0000-0003-2814-3962</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Analytics%22"><i>Journal of Learning Analytics</i></searchLink>. 2022 9(3):152-168.
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  Data: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Patients%22">Patients</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink>
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  Data: 1929-7750
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  Data: This study examines the temporal co-occurrences of self-regulated learning (SRL) activities and three types of knowledge (i.e., task information, domain knowledge, and metacognitive knowledge) of 34 medical students who solved two tasks of varying complexity in a computer-simulated environment. Specifically, we explored how task complexity affected the use of SRL activities, types of knowledge, and their interplays using epistemic network analysis (ENA). We also compared the differences between high and low performers. The results showed that the use of SRL activities, especially planning and monitoring, was more intensive in a difficult task compared to an easy task. Students also used more domain knowledge to solve the difficult task. For both tasks, domain knowledge and metacognitive knowledge co-occurred most frequently, followed by domain knowledge and planning. Nevertheless, the interplay of SRL activities and types of knowledge is generally different between the two tasks. Moreover, we found that high performers used significantly more metacognitive knowledge than low performers in the easy task. However, no significant differences were found between high and low performers in both tasks. This study helps shift the focus from solely examining SRL strategies or the use of knowledge to exploring the interplay of various SRL components. Moreover, this study lays the foundation for rethinking SRL competency in clinical reasoning and redesigning instructional models that highlight the acquisition of both knowledge and skills.
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  Data: 2023
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  Data: EJ1375342
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 152
    Subjects:
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Learning Analytics
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Learning Activities
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      – SubjectFull: Medical Students
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      – SubjectFull: Network Analysis
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Medical Education
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      – SubjectFull: Epistemology
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      – SubjectFull: Patients
        Type: general
      – SubjectFull: Classification
        Type: general
    Titles:
      – TitleFull: Examining the Interplay between Self-Regulated Learning Activities and Types of Knowledge within a Computer-Simulated Environment
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            NameFull: Li, Shan
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              Y: 2022
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              Value: 1929-7750
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              Value: 9
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              Value: 3
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