Self-regulated learning in a competency-based and flipped learning environment: learning strategies across achievement levels and years

Figures & data

Table 1. Self-regulated learning strategies framework (adopted and modified from Pintrich, 2004)

Phase	Learning strategy	Examples from our study
Planning	Task Analysis	Start by looking at objectives and resources
	Connecting	Use outside resources to understand readings
Monitoring	Organizing	Highlight important content and use one piece of paper with colors, images and connections to keep track of central ideas and make connections.
	Summarizing	Organize brief summary notes all on one sheet for week’s objectives.
	Applying	Put learning content in a particular clinical context
Reflecting	Self-assessment	Use objectives to create own quiz. If a student can answer the objective, stop there. If not, I would move on to the next reading that covers the same objective to achieve understanding.
	Adjustment	Moving from skim-reading everything to careful selective reading based on objectives.

Table 2. Students reporting of self-regulated learning strategies across self-perceived achievement groups

		Planning		Monitoring			Reflection
	Total Students	Task analysis	Connecting	Organizing	Summarizing	Applying	Self-assessment	Adjustment
Low-achieving	8	3	3	0	1	0	2	5
Mid-achieving	11	7	4	1	0	0	2	9
High-achieving	7	6	1	2	1	1	1	5
Total	26	16	8	3	2	1	5	19

Table 3. Students reporting of self-regulated learning strategies between Year 1 and Year 2

		Planning		Monitoring			Reflection
	Total Students	Task analysis	Connecting	Organizing	Summarizing	Applying	Self-assessment	Adjustment
Year 1 students	10	5	3	0	1	0	1	9
Year 2 students	16	11	5	3	1	1	4	10
Total	26	16	8	3	2	1	5	19