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Self-regulated learning using multimedia programs in dentistry postgraduate students: A multimethod approach

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

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

Volume: 2;
Issue: 1;
Start page: 101;
Date: 2009;
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Keywords: Self-regulated learning | Multimedia | Multi-method design | Metacognition | Postdegree students

ABSTRACT
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 (behaviouralarea). 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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