John Ranellucci

Technology-Rich Tools to Support Self-Regulated Learning and Performance in Medicine

Medical students’ metacognitive and self-regulatory behaviors are examined as they diagnose patient cases using BioWorld, a technology rich learning environment. BioWorld offers an authentic problem-based environment where students solve clinical cases and receive expert feedback. We evaluate the effectiveness of key features in BioWorld (the evidence table and visualization maps) to see whether they promote metacognitive monitoring and evaluation. Learning outcomes were assessed through novice/expert comparisons in relation to diagnostic accuracy, confidence, and case summaries. More specifically we examined how diagnostic processes and learning outcomes were refined or improved through practice at solving a series of patient cases. The results suggest that, with practice, medical students became more expert-like in the processes involved in making crucial clinical decisions. The implications of these findings for the design of features embedded within BioWorld that foster key metacognitive and self-regulatory processes are discussed.

To master or perform? Exploring relations between achievement goals and conceptual change learning

BACKGROUND Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. AIMS To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. SAMPLE AND METHOD Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. RESULTS A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. CONCLUSION Results provide some support for Dole and Sinatras (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change.

The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class.

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students’ (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.

Testing the TIDE: Examining the Nature of Students’ Epistemic Beliefs Using a Multiple Methods Approach

The purpose of this study was to empirically scrutinize Muis, Bendixen, and Haerles (2006) Theory of Integrated Domains in Epistemology framework. Secondary, college, undergraduate, and graduate students completed self-reports designed to measure their domain-specific and domain-general epistemic beliefs for mathematics, psychology, and general knowledge, respectively. Following completion of the questionnaires, students participated in an interview that further probed their epistemic beliefs to better understand the nature of their beliefs. Results from our study suggest students’ beliefs across domains are somewhat related but still unique to that particular domain. Moreover, analysis of the interviews revealed that students espouse general knowledge beliefs and domain-specific beliefs. Interestingly, students expressed absolutist beliefs about mathematics, but were multiplist in their stances toward psychology and general knowledge. When asked to provide examples that came to mind when reporting their beliefs, students frequently drew on their classroom experiences to explain why they held specific beliefs. We discuss theoretical implications.

Measuring Affect in Educational Contexts: A Circumplex Approach

In this chapter, Linnenbrink-Garcia and her colleagues discuss the assessment of students’ affect based on a circumplex model. First an overview of circumplex models of affect is provided. Next, several approaches they employed in their own research using this approach (e.g., multi-item self-report scales assessing each dimension of the circumplex, bi-polar self-report items, observations) are described in order to highlight the respective strengths and weaknesses of these various methods. The authors conclude with more general remarks about the state of the field and suggestions for researchers, focusing on issues such as what forms of affect to measure, the level (trait vs. state) at which to assess affect, and consideration of other methods of assessment beyond self-report.

Understanding Emotional Expressions in Social Media Through Data Mining

People around the world use social network sites such as Twitter or Facebook to share messages on any topic, including emotionally charged and educationally relevant messages. As such, social network sites afford a novel methodological approach of potential benefit to researchers who examine the theoretical and empirical implications of the emotions reported by teachers and students in educational settings. This chapter provides an overview of methodological approaches for mining social network sites for content concerning the role of emotions in education, reviews relevant literature in this domain, and provides examples as to how educational researchers can employ these techniques in their own research.