Designing a Hybrid Course to Support Self-Regulated Learning.
Hybrid learning is increasing in college, but it places a higher demand on students' self-regulation skills, including cognition, metacognition, behavior, motivation, and emotion/affect. This action research redesigned one unit of a radiologic technology course by embedding design attributes suggest...
| Publicado en: | Radiologic Science & Education Vol. 29; no. 1; pp. 9 - 17 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
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Association of Educators in Imaging & Radiologic Sciences (A.E.I.R.S.)
Mar2024
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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=175805430&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 175805430 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10785450 8AVD jtl: Radiologic Science & Education issn: 10785450 maglogo: N pubinfo: dt: Mar2024 vid: 29 iid: 1 pid: 49856 pub: Association of Educators in Imaging & Radiologic Sciences (A.E.I.R.S.) place: Albuqueque, New Mexico artinfo: ui: 175805430 175805430 175805430 175805430 ppf: 9 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Designing a Hybrid Course to Support Self-Regulated Learning. aug: au: Lolley, Hillary A. Dodge, Becky affil: Assistant Professor, Program Director, Radiologic Technology Program, Washburn University, Topeka, Kansas sug: subj: Self Regulation Learning Methods Curriculum Development Models, Educational Online Education Physical Education and Training Human Cognition Behavior Motivation Emotions Affect Technology, Radiologic Surveys Pretest-Posttest Design Focus Groups Goals and Objectives Thematic Analysis Task Performance and Analysis Descriptive Statistics ab: Hybrid learning is increasing in college, but it places a higher demand on students' self-regulation skills, including cognition, metacognition, behavior, motivation, and emotion/affect. This action research redesigned one unit of a radiologic technology course by embedding design attributes suggested to support self -regulation. Data sources included pre/postintervention surveys (n = 10), a focus group (n = 8), and learning analytics (n = 10). On the postintervention survey, two dimensions of motivation, affective and intrinsic goal orientation, showed significant differences (p < .05). Focus group themes of motivation and task strategy emerged. Participants positively perceived the intervention and recognized several design attributes despite not being informed of them. Learning analytics revealed increased student engagement. Results support future investigations on an additional cycle of practice improvement extending across an entire course to determine if longer exposure to the intervention further fosters self -regulated learning development. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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