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 |
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| Language: | English |
| Authors: | Li, Shan (ORCID |
| 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 |
| 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. |
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| ISSN: | 1929-7750 |
