Enhancing Feedback Uptake and Self-Regulated Learning in Procedural Skills Training

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dc.catalogadorjlo
dc.contributor.authorVillagrán Gutiérrez, Ignacio Andrés
dc.contributor.authorHernández Román, Rocío Belén
dc.contributor.authorSchuit Condell, Gregory Kees
dc.contributor.authorNeyem, Hugo Andrés
dc.contributor.authorFuentes Cimma, Javiera Carolina
dc.contributor.authorLarrondo Vergara, María Loreto
dc.contributor.authorMargozzini Delorenzo, Elisa
dc.contributor.authorHurtado Bunster, María Teresa
dc.contributor.authorIriarte Vásquez, Zoe
dc.contributor.authorMiranda Mendoza, Constanza Sofía
dc.contributor.authorVaras Cohen, Julián Emanuel
dc.contributor.authorHilliger Carrasco, Isabel
dc.date.accessioned2024-07-18T14:40:13Z
dc.date.available2024-07-18T14:40:13Z
dc.date.issued2024
dc.description.abstractRemote 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.objetodigital2024-07-18
dc.format.extent22 páginas
dc.fuente.origenORCID
dc.identifier.doi10.18608/jla.2024.8195
dc.identifier.eissn1929-7750
dc.identifier.urihttps://doi.org/10.18608/jla.2024.8195
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/87106
dc.identifier.wosidWOS:001295934400009
dc.information.autorucDepartamento de Ciencias de la Salud; Villagrán Gutiérrez, Ignacio Andrés; 0000-0003-3130-8326; 1039444
dc.information.autorucEscuela de Ingeniería; Hernández Román, Rocío Belén; 0000-0003-4677-2519; 1025899
dc.information.autorucEscuela de Ingeniería; Schuit Condell, Gregory Kees; S/I; 1026270
dc.information.autorucEscuela de Ingeniería; Neyem, Hugo Andrés; 0000-0002-5734-722X; 1007638
dc.information.autorucDepartamento de Ciencias de la Salud; Fuentes Cimma, Javiera Carolina; 0000-0003-0720-2169; 1011133
dc.information.autorucDepartamento de Ciencias de la Salud; Larrondo Vergara, María Loreto; S/I; 1089406
dc.information.autorucDepartamento de Ciencias de la Salud; Margozzini Delorenzo, Elisa; S/I; 1089378
dc.information.autorucEscuela de Psicología; Hurtado Bunster, María Teresa; S/I; 166878
dc.information.autorucDepartamento de Ciencias de la Salud; Iriarte Vásquez, Zoe; S/I; 1028162
dc.information.autorucEscuela de Ingeniería; Miranda Mendoza, Constanza Sofía; 0000-0002-9110-2832; 17168
dc.information.autorucEscuela de Medicina; Varas Cohen, Julián Emanuel; 0000-0002-5828-9623; 134158
dc.information.autorucEscuela de Ingeniería; Hilliger Carrasco, Isabel; 0000-0001-5270-7655; 141681
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final22
dc.pagina.inicio1
dc.revistaSociety for Learning Analytics Research (SoLAR)
dc.rightsacceso abierto
dc.rights.licenseCreative Commons Attribution NonCommercial-NoDerives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectLearning analytics dashboard
dc.subjectFeedback
dc.subjectProcedural skills
dc.subjectSelf-regulated learning
dc.subject.ddc610
dc.subject.deweyMedicina y saludes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleEnhancing Feedback Uptake and Self-Regulated Learning in Procedural Skills Training
dc.typeartículo
sipa.codpersvinculados1039444
sipa.codpersvinculados1025899
sipa.codpersvinculados1026270
sipa.codpersvinculados1007638
sipa.codpersvinculados1011133
sipa.codpersvinculados1089406
sipa.codpersvinculados1089378
sipa.codpersvinculados166878
sipa.codpersvinculados1028162
sipa.codpersvinculados17168
sipa.codpersvinculados134158
sipa.codpersvinculados141681
sipa.trazabilidadORCID;2024-07-15
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