DSpace Collection:http://hdl.handle.net/10722/1241222024-03-28T10:00:48Z2024-03-28T10:00:48ZFrom self-regulation to co-regulation: Refining learner presence in a community of inquiry in interprofessional educationGanotice, Fraide Jr. AgustinLin, Chin-HsiTipoe, George LimZheng, Binbinhttp://hdl.handle.net/10722/3391412024-03-11T10:34:12Z2023-05-27T00:00:00ZTitle: From self-regulation to co-regulation: Refining learner presence in a community of inquiry in interprofessional education
Authors: Ganotice, Fraide Jr. Agustin; Lin, Chin-Hsi; Tipoe, George Lim; Zheng, Binbin
Abstract: <p><strong>Introduction: </strong>Online interprofessional education is a collaborative process that emphasizes both individual reflection and shared discourses. A useful analytical tool for understanding the complex dynamics of online collaborative learning is the community of inquiry (CoI) framework, which originally held that there are three types of presence in such learning: teaching, cognitive, and social. However, it was later revised to include learning presence, which is characterized by self-regulated learning. Our study aims to refine the construct of learning presence through a clearer understanding of how self- and co-regulation jointly influence learning outcomes.</p><p><strong>Methods: </strong>We surveyed 110 people involved with an online interprofessional medical-education curriculum at a university in Hong Kong. Path analysis was adopted to explore the relationships among 1) the three original presences of CoI; 2) learning presence (i.e., for this purpose, a combination of self-regulation and co-regulation); and 3) two learning outcomes: perceived progress and learner satisfaction.</p><p><strong>Results: </strong>The results of path analysis indicated that teaching presence had a significant indirect effect, through co-regulation, on perceived progress. In terms of direct relationships, co-regulation significantly and positively influenced both self-regulation and cognitive presence; and social presence had both positive influence on learners' satisfaction and perceived progress.</p><p><strong>Discussion: </strong>This study's findings suggest the important role of co-regulation in supporting self-regulation, especially in online collaborative-learning environments. Learners' self-regulation skills are shaped by their social interactions and regulatory activities with others. This further implies that health-professions educators and instructional designers should create learning activities that facilitate the development of co-regulatory skills, as a means of improving learning outcomes. As self-regulation is an important skill for health professions learners' lifelong learning, and because their future workplaces will be interdisciplinary in nature, it is critical to provide interactive and collaborative learning environments that will promote co-regulation and self-regulation.</p>2023-05-27T00:00:00ZIndividual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods studyChen, JiangpingLin, Chin-HsiChen GaoweiFu, Huafanghttp://hdl.handle.net/10722/3387692024-03-11T10:31:23Z2023-09-01T00:00:00ZTitle: Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study
Authors: Chen, Jiangping; Lin, Chin-Hsi; Chen Gaowei; Fu, Huafang
Abstract: <p> <span>This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, and also their associations with individual factors (gender, grade, reading proficiency, and motivational beliefs). With a sequential explanatory mixed-methods design, students in grades 11 and 12 (n = 1,113) completed a reading comprehension test and a questionnaire regarding their strategy use and individual factors, and some (n = 16) were randomly selected for follow-up semi-structured interviews. Findings revealed three SRL profiles, characterized by high, medium, and low levels of SRL-strategy use. Self-efficacy and extrinsic motivation most powerfully predicted an individual's profile membership; all the intrinsic and extrinsic motivation variables were significantly higher for learners from the higher strategy-use profile. Moreover, reading proficiency did not significantly predict profile membership, but more self-regulated students still achieved higher reading scores as a group tendency.</span> <br></p>2023-09-01T00:00:00ZSelf-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong KongTse, Kam ShekLin, LinNg, Wai Hung Rexhttp://hdl.handle.net/10722/3382252024-03-11T10:27:12Z2022-03-14T00:00:00ZTitle: Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong
Authors: Tse, Kam Shek; Lin, Lin; Ng, Wai Hung Rex
Abstract: <p>The study examined the relationships between self-regulated learning (SRL) strategies used by 2,894 bilingual primary school students and their Chinese and English reading test performance. Exploratory factor analysis of the self-reported SRL strategy use questionnaire yielded two factors of strategies (planning and monitoring) used in both Chinese and English reading. The analysis of the structural equation model indicated that the planning and monitoring strategies used in Chinese reading positively affected their corresponding strategies used in English reading. The Chinese planning and monitoring strategies directly and positively affected both Chinese and English reading test performance. The English planning had a positive effect on English reading test performance while the English monitoring strategy did not affect English reading test performance. The results contribute to the knowledge of SRL in second language and bilingual education in the Chinese context.<br></p>2022-03-14T00:00:00ZThe impact of medium of instruction on Hong Kong non-Chinese speaking kindergarten children's learning ChineseTse, SKPang, EYWTo, HTsui, PFLam, LShttp://hdl.handle.net/10722/3374792024-03-11T10:21:12Z2022-04-03T00:00:00ZTitle: The impact of medium of instruction on Hong Kong non-Chinese speaking kindergarten children's learning Chinese
Authors: Tse, SK; Pang, EYW; To, H; Tsui, PF; Lam, LS
Abstract: <p>Chinese as the medium of instruction (MOI) is used across the curriculum for early childhood education in Hong Kong; however, kindergartens with non-Chinese speaking (NCS) students adopt different MOI, in which English remains an integral part of learning and teaching, to cater to the needs of NCS students and their families. The present study investigated how different modes of MOI adopted in six local kindergartens affected the Chinese language learning of 457 NCS students. Effective Chinese learning of the NCS students in their first year of kindergarten schooling and its relation to their Chinese language proficiency were examined. The preliminary findings showed that the Chinese MOI was relatively effective in enhancing NCS students’ learning Chinese in comparison to English and dual-language MOI. Deliberate considerations on different contexts of kindergartens of varying proportions of NCS students for Chinese language learning is essential whilst the choice of MOI remains school-based, particularly in aspects of enhancing NCS students’ Chinese language proficiency for their smooth Primary One transition and earlier social integration.</p>2022-04-03T00:00:00Z