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Self-regulated learning using multimedia programs in Dentistry posgraduate students. A multimethod approach

Author(s): Miguel Rivas LLORET | Estela Mejía AGUILAR | Alejandro Rivas LLORET

Journal: International Electronic Journal of Elementary Education
ISSN 1307-9298

Volume: 2;
Issue: 1;
Start page: 101;
Date: 2009;
Original page

Keywords: self-regulated learning | multimedia | multi-method design | metacognition | post-degree students.

The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico). A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol) was used. Self-regulated activities were identified with the MSLQ questionnaire. Results of the MSLQ pretest/post-test questionnaire didn't show an intervention effect. In contrast, the qualitative methodology allowed the registration of a high frequency of self-regulated dimensions on the metacognitive area, on the making of inferences (cognitive area), and on the planning time and effort (behavioural area). Our data revealed the usefulness of a qualitative methodology for the understanding of the complex nature of the self-regulatory processes on learning environments based on computers.
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