Co-regulation and Knowledge Construction in an On-Line Synchronous Problem-Based Learning Setting: Regulating One’s Own and Others’ Learning?

• In Event: 29.034 - Self-Regulated Learning Across Contexts, Teachers, and Students

Abstract

The aim of this study was to determine whether a synchronous on-line problem-based learning environment in medicine could lead to changes in medical students metacognitive and co-regulatory processes in the context of learning how to communicate bad news to patients. A theory driven approach to coding verbal discourse was used to analyze the verbal communication of the PBL group before and after an instructional video on the learning content. Descriptive statistics indicate differences in types of metacognitive activities in co-regulatory episodes before and after the exemplar video during a PBL session. The specific process differences provide insights that can lead to better facilitation of on-line problem based learning.

Authors

• Lila Lee, McGill University

• Susanne P. Lajoie, McGill University

• Eric G. Poitras, University of Utah

• Mandana Bassiri, McGill University

• Miriam Nkangu, University of Ottawa

• Ilian Cruz-Panesso, McGill University

• Maedeh Assadat Kazemitabar, McGill University

• Cindy E. Hmelo-Silver, Indiana University

• Jeffrey Wiseman, McGill University