Date Presented 04/04/19
A convergent parallel mixed-methods study examined the relationship between reflective journaling (RJ) and self-regulated learning (SRL) in a collaborative online interprofessional (IP) course. Thirty students’ reflective texts indicated effective learning for IP practice through online collaborative instruction. Pearson correlation indicated: 1) moderate relationship between SRL and grade point average, 2) not a significant relationship of SRL and RJ, and 3) connection with self-determination theory.
Primary Author and Speaker: Joan Tunningley
PURPOSE: Examine the relationship between self-regulated learning (SRL) and reflective journaling (RJ) in an online interprofessional (IP) course. How do themes from student text entries help understand SRL and IP collaboration?
RATIONALE/BACKGROUND: Effective interprofessional education promotes collaboration for healthcare teams. SRL can improve student success through goal setting, selection and implementing metacognitive strategies and self-reflection. Review outcomes for IP practice from reflective journals in an online collaborative learning course.
STUDY DESIGN: Convergent parallel mixed methods: merged statistical analysis of SRL instruments, quantized RJ entries, and grade point average (GPA) with thematic analyses of RJ texts.
Participants were recruited from an online interprofessional course at a private university in the Midwest. An identical convenience sample with 30 master’s students (19 nursing, 8 OT and 3 health administration) was utilized for both strands. 27 of the volunteer participants were Caucasian females.
INSTRUMENTS AND DATA COLLECTION: Data collection took place between 2016 and 2017. Standardized SRL instruments: Motivation Strategies for Learning Questionnaire (MSLQ), Online Self-regulated Learning Inventory (OSRLI) (Cho & Jonassen, 2009), and Work-related Basic Need Satisfaction (W-BNS) (Van den Broeck et al., 2010). Scoring from RJ entries (author developed instrument based on Powell, 1989 and Koole, et al., 2011). Qualitative text analysis from reflective journal entries by each participant, range of 145 to 560 words per entry.
ANALYTICAL METHODS: Statistical procedures included Pearson correlation, and linear regression analysis of SRL subtests, RJ scores and GPA. Holistic coding of all 30 RJ entries with inter-coder agreement, thematic analysis, and pattern analysis using Max QDA software. Mixed methods convergence using visual modeling.
RESULTS: A strong positive correlation between the three SRL instruments, supported prior research for the OSRLI and the MSLQ. The connection of the W-BNS (based on self-determination theory) and the MSLQ for SRL had not previously been reported. A moderate positive correlation between RJ and prior GPA was documented. Although not statistically significant, a weak positive correlation between SRL and RJ scores was observed. The regression analyses was only able to confirm prior GPA to predict 33% of the variation in RJ. Top qualitative themes: Transformation and relatedness, Team communication and respect. The clearest connection between the qualitative RJ text analysis and SRL tools results was noted in the joint display with intersecting conceptual concepts for Feeling-Affect (text) and Enjoyment of Learning (OSRLI); Self-reflection (text) and Critical Thinking (MSLQ); Team (text) and Autonomy (W-BNS).
CONCLUSION: The sample size was too small to statistically confirm the correlation between SRL and RJ. This raised the question of the difference between the self-reflection of SRL and that for reflective journaling. Students’ RJ text support collaborative instructional practices for IP core content (communication, teaming, and mutual respect). This study supported a strong association between SRL and prior academic success. The results of the W-BNS suggested a connection between self-determination theory and online student success. Self-reflection of journals may align with a reflective practitioner.
IMPACT STATEMENT: Students’ reflections indicated effective learning for IP practice from online collaborative instructional practices. The connection between self-reflection in SRL and scores on RJ entries were not statistically correlated. Future studies of RJ and clinical reflective practices are needed.
References
Cho, M.-H., & Jonassen, D. (2009). Development of the human interaction dimension of the Self-Regulated Learning Questionnaire in asynchronous online learning environments. Educational Psychology, 29(1), 117-138. doi:10.1080/01443410802516934
Koole, S., Dornan, T., Aper, L., Scherpbier, A., Valcke, M., Cohen-Schotanus, J., & Derese, A. (2011). Factors confounding the assessment of reflection: A critical review. BMC Medical Education, 11:104. doi:10.1186/1472-6920-11-104
Powell, J. H. (1989). The reflective practitioner in nursing. Journal of Advanced Nursing, 14, 824-832. doi: 10.1111/j.1365-2648.1989.tb01467.x
Van den Broeck, A., Vansteenkiste, M., De Witte, H., Soenens, B., & Lens, W. (2010). Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work- Related Basic Need Satisfaction Scale. Journal of Occupational and Organizational Psychology, 83(4), 981-1002. doi:10.1348/096317909X481382
