Self-reflections in an online course - Reflecting learning strategies?
The aim was to analyze the content of students' self-reflections regarding their perceived learning strategies according to themes and categories of the Learning and Study Strategies Inventory (LASSI). The self-reflections were collected from an undergraduate online course with 32 physiotherapy stud...
| Publicado en: | Advances in Physiotherapy Vol. 14; no. 2; pp. 87 - 94 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104564861&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104564861 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14038196 B6F jtl: Advances in Physiotherapy issn: 14038196 maglogo: Y pubinfo: dt: 2012 vid: 14 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104564861 75062688 10.3109/14038196.2012.671848 104564861 ppf: 87 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Self-reflections in an online course - Reflecting learning strategies? aug: au: Gummesson, Christina Nordmark, Eva sug: subj: Education, Physical Therapy Education, Non-Traditional World Wide Web Learning Methods Human Funding Source Questionnaires Male Female Adult Descriptive Statistics Research Methodology Retrospective Design Content Analysis Thematic Analysis Time Management Adult: 19-44 years Male Female ab: The aim was to analyze the content of students' self-reflections regarding their perceived learning strategies according to themes and categories of the Learning and Study Strategies Inventory (LASSI). The self-reflections were collected from an undergraduate online course with 32 physiotherapy students, mean age 26 years (range 20-43 years). A directed content analysis was conducted. This deductive method was used to analyze the framework in our context. The prior formulated categories of learning and study strategies from the LASSI and the three broad themes effort-related, goal-oriented and cognitive-oriented activities, were applied. The results showed support for the relevance of the themes and categories to the students' expressions in our context. The categories were represented in the students' self-reflections. This information will be useful to further support using a variety of ways to promote meta-cognition among students, such as alternating the use of self-reflections and use of the inventory. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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