超认知调节:跨专业协作学习中的出现,焦点和功能
Erika Österholm1, Tuike Iiskala2, Reetta Mustonen3
1Department of Teacher Education, University of Turku, Turku, 20014, Finland. erika.osterholm@utu.fi.
概括
超认知调节 (MR) 在专业间学习 (IPL) 中至关重要. 这项研究发现,虽然MR在所有群体中都出现了,但需要明确的教育支持,以加强其对内容整合,规划和评估的关注.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 健康 职业 教育 教育 专业
背景情况:
- 有效的学习依赖于元认知调节 (MR),特别是在涉及协作案例分析的专业间学习 (IPL) 中.
- 现有的研究和支持尚未充分解决群体协作学习的监管问题.
研究的目的:
- 在线讨论期间,研究在大学生卫生专业团体中对元认知调节 (MR) 和社会共享元认知调节 (SSMR) 的出现,重点和功能.
- 识别跨群体的MR和SSMR的差异,并为跨专业协作学习的教育策略提供信息.
主要方法:
- 在47名本科生卫生专业人员在7个小混合小组中进行的在线小组讨论的社会认知内容分析,持续了四周.
- 量化MR和SSMR的存在,重点 (任务生产与内容处理) 和功能 (监控,规划,评估).
主要成果:
- 超认知调节 (MR) 在所有组中都出现了 (15-25%的句子),更多地关注高层内容处理而不是任务生产.
- 主要的功能是学习监测,只有有限的证据表明计划或评估.
- 在MR的出现,焦点,功能以及社会共享的元认知调节 (SSMR) 的程度方面,观察到群体之间存在显著差异.
结论:
- 高层次的跨专业合作需要明确的教育支持来促进MR,强调内容整合,规划和评估.
- 这项研究有助于理解IPL中的MR和SSMR,突出了它们在加强健康和社会护理教育中的作用.
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