Enhancing Feedback Uptake and Self-Regulated Learning in Procedural Skills Training
dc.catalogador | jlo | |
dc.contributor.author | Villagrán Gutiérrez, Ignacio Andrés | |
dc.contributor.author | Hernández Román, Rocío Belén | |
dc.contributor.author | Schuit Condell, Gregory Kees | |
dc.contributor.author | Neyem, Hugo Andrés | |
dc.contributor.author | Fuentes Cimma, Javiera Carolina | |
dc.contributor.author | Larrondo Vergara, María Loreto | |
dc.contributor.author | Margozzini Delorenzo, Elisa | |
dc.contributor.author | Hurtado Bunster, María Teresa | |
dc.contributor.author | Iriarte Vásquez, Zoe | |
dc.contributor.author | Miranda Mendoza, Constanza Sofía | |
dc.contributor.author | Varas Cohen, Julián Emanuel | |
dc.contributor.author | Hilliger Carrasco, Isabel | |
dc.date.accessioned | 2024-07-18T14:40:13Z | |
dc.date.available | 2024-07-18T14:40:13Z | |
dc.date.issued | 2024 | |
dc.description.abstract | Remote technology has been widely incorporated into health professions education. For procedural skills training, effective feedback and reflection processes are required. Consequently, supporting a self-regulated learning (SRL) approach with learning analytics dashboards (LADs) has proven beneficial in online environments. Despite the potential of LADs, understanding their design to enhance SRL and provide useful feedback remains a significant challenge. Focusing on LAD design, implementation, and evaluation, the study followed a mixed-methods two-phase design-based research approach. The study used a triangulation methodology of qualitative interviews and SRL and sensemaking questionnaires to comprehensively understand the LAD’s effectiveness and student SRL and feedback uptake strategies during remote procedural skills training. Initial findings revealed the value students placed on performance visualization and peer comparison despite some challenges in LAD design and usability. The study also identified the prominent adoption of SRL strategies such as help-seeking, elaboration, and strategic planning. Sensemaking results showed the value of personalized performance metrics and planning resources in the LAD and recommendations to improve reflection and feedback uptake. Subsequent findings suggested that SRL levels significantly predicted the levels of sensemaking. The students valued the LAD as a tool for supporting feedback uptake and strategic planning, demonstrating the potential for enhancing procedural skills learning. | |
dc.fechaingreso.objetodigital | 2024-07-18 | |
dc.format.extent | 22 páginas | |
dc.fuente.origen | ORCID | |
dc.identifier.doi | 10.18608/jla.2024.8195 | |
dc.identifier.eissn | 1929-7750 | |
dc.identifier.uri | https://doi.org/10.18608/jla.2024.8195 | |
dc.identifier.uri | https://repositorio.uc.cl/handle/11534/87106 | |
dc.information.autoruc | Departamento de Ciencias de la Salud; Villagrán Gutiérrez, Ignacio Andrés; 0000-0003-3130-8326; 1039444 | |
dc.information.autoruc | Escuela de Ingeniería; Hernández Román, Rocío Belén; 0000-0003-4677-2519; 1025899 | |
dc.information.autoruc | Escuela de Ingeniería; Schuit Condell, Gregory Kees; S/I; 1026270 | |
dc.information.autoruc | Escuela de Ingeniería; Neyem, Hugo Andrés; 0000-0002-5734-722X; 1007638 | |
dc.information.autoruc | Departamento de Ciencias de la Salud; Fuentes Cimma, Javiera Carolina; 0000-0003-0720-2169; 1011133 | |
dc.information.autoruc | Departamento de Ciencias de la Salud; Larrondo Vergara, María Loreto; S/I; 1089406 | |
dc.information.autoruc | Departamento de Ciencias de la Salud; Margozzini Delorenzo, Elisa; S/I; 1089378 | |
dc.information.autoruc | Escuela de Psicología; Hurtado Bunster, María Teresa; S/I; 166878 | |
dc.information.autoruc | Departamento de Ciencias de la Salud; Iriarte Vásquez, Zoe; S/I; 1028162 | |
dc.information.autoruc | Escuela de Ingeniería; Miranda Mendoza, Constanza Sofía; 0000-0002-9110-2832; 17168 | |
dc.information.autoruc | Escuela de Medicina; Varas Cohen, Julián Emanuel; 0000-0002-5828-9623; 134158 | |
dc.information.autoruc | Escuela de Ingeniería; Hilliger Carrasco, Isabel; 0000-0001-5270-7655; 141681 | |
dc.language.iso | en | |
dc.nota.acceso | contenido completo | |
dc.pagina.final | 22 | |
dc.pagina.inicio | 1 | |
dc.revista | Society for Learning Analytics Research (SoLAR) | |
dc.rights | acceso abierto | |
dc.rights.license | Creative Commons Attribution NonCommercial-NoDerives 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.subject | Learning analytics dashboard | |
dc.subject | Feedback | |
dc.subject | Procedural skills | |
dc.subject | Self-regulated learning | |
dc.subject.ddc | 610 | |
dc.subject.dewey | Medicina y salud | es_ES |
dc.title | Enhancing Feedback Uptake and Self-Regulated Learning in Procedural Skills Training | |
dc.type | artículo | |
sipa.codpersvinculados | 1039444 | |
sipa.codpersvinculados | 1025899 | |
sipa.codpersvinculados | 1026270 | |
sipa.codpersvinculados | 1007638 | |
sipa.codpersvinculados | 1011133 | |
sipa.codpersvinculados | 1089406 | |
sipa.codpersvinculados | 1089378 | |
sipa.codpersvinculados | 166878 | |
sipa.codpersvinculados | 1028162 | |
sipa.codpersvinculados | 17168 | |
sipa.codpersvinculados | 134158 | |
sipa.codpersvinculados | 141681 | |
sipa.trazabilidad | ORCID;2024-07-15 |
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