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29037.pdf (6.45 MB)
ETD Abstract Container
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Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study
Author Info
Tunningley, Joan M
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182
Abstract Details
Year and Degree
2017, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
Abstract
Online higher education has expanded extensively. Graduate health science disciplines have experienced significant growth in online education (Lytle, 2011). Applied patient practices benefit from technological tools for effective instructional formats. Unfortunately, the occupational therapy (OT) profession has not embraced the online education transition: The American Occupational Therapy Association ([AOTA], 2017) reported fewer than 10 percent of programs across the country offer more than 75% of their curriculum online. Given the shortages of OTs projected to continue across the country (Bureau of Labor Statistics, 2015a; Lin, Zhang, & Dixon, 2015) and the recent requirement for clinical doctoral preparation for entry level therapists by 2027, effective online educational could promote greater opportunities for future therapists. The purpose of this study was to investigate the relationship between reflective journaling (RJ) and self-regulated learning (SRL) and how to apply this information to online education for OT graduate students. The self-determination theory ([SDT] Ryan & Deci, 2000) was the foundation for this study because students, particularly those in graduate online education programs, must be competent and self-directed for optimal success. SDT recognizes three basic human needs which are the foundation for motivation and behaviors (autonomy, competence, and relatedness). Self-regulated learning (SRL), a process by which students influence their academic success, involves goal setting and planning, selection and implementation of metacognitive and behavioral strategies for effective learning. Students must then evaluate the effectiveness of their strategies through self-reflection and adjust the strategies to best meet their academic goals. Schon (1983) applied self-reflection to professional practice which underscores reflective practice for increasing competence of health care professionals. The study context was an online, graduate, interprofessional course across three semesters with 30 participants: 3 health administration, 19 nursing, and 8 OT. Interprofessional practice promotes collaboration across disciplines for positive patient outcomes. A convergent parallel mixed methods study using quantitative data from three SRL surveys. The identical, convenience sampling provided 30 reflective journal (RJ) entries as qualitative data for the thematic analysis. RJs were quantized as the dependent variable for the study. Statistical analyses for correlation results between SRL and RJ found a strong correlation between surveys and a weak positive relationship to RJ. A regression analysis of the SRL subscales on RJ identified only prior GPA, not SRL subscales, as a predictor of RJ (supporting Broadbent & Poon, 2015). The quantitative results indicated the SDT based SRL survey (W-BNS by Van den Broeck, et al. 2010) correlated to the other SRL surveys. The thematic analysis of RJ confirmed depth of content learning and a connection between self-regulated practices (planning, organizational and metacognitive strategies) and collaborative learning tasks within the online course. Implications for online OT education were provided, based on the integration of these study results as well as the author’s extensive OT practice experiences and over ten years as an OT educator. Reflective practices promote content learning and should be explicitly taught and practiced. Collaborative learning tasks promote engagement in online courses.
Committee
Kay Seo, Ph.D. (Committee Chair)
Marcus Johnson, Ph.D. (Committee Member)
Christopher Swoboda, Ph.D. (Committee Member)
Pages
190 p.
Subject Headings
Instructional Design
Keywords
self-regulated learning
;
self-reflective journal
;
interprofessional education
;
graduate students
;
occupational therapy education
;
mixed methods research
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Citations
Tunningley, J. M. (2017).
Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study
[Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182
APA Style (7th edition)
Tunningley, Joan.
Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study.
2017. University of Cincinnati, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182.
MLA Style (8th edition)
Tunningley, Joan. "Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study." Doctoral dissertation, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182
Chicago Manual of Style (17th edition)
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Document number:
ucin1511799445626182
Download Count:
457
Copyright Info
© 2017, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.