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American Educational Research Journal
written by Peggy A. Ertmer, Timothy J. Newby, and Maureen MacDougall
In this exploratory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight first-year veterinary students, enrolled in a case-based biochemistry laboratory course, were classified according to their precourse performances on two self-regulated learning inventories. Nine students, representing high and low levels of self-regulation, were interviewed three times during the semester to explore initial and changing responses and approaches to case-based instruction. Students' responses are described in terms of the motivational components of case-based instruction: the interest expressed, the value students perceived in case-based instruction, as well as their confidence for leaning from the case method. Students' approaches are described in terms of their goal orientations, evaluative lens, levels of self-awareness, openness to challenges, perceived levels of relevant knowledge, and contextual vulnerability.
American Educational Research Journal: Volume 33, Issue 3, Pages 719-752
Subjects Levels Resource Types
Education - Basic Research
- Assessment
= Self Assessment
- Sample Population
- Student Characteristics
= Affect
Other Sciences
- Chemistry
- Life Sciences
- Lower Undergraduate
- Reference Material
= Report
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Research Instrument
- Researchers
- Administrators
- Educators
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Formats:
text/html
application/pdf
Mirror:
https://www.jstor.org/stable/1163…
Access Rights:
Available for purchase
Restriction:
© 1996 American Educational Research Association
DOI:
doi.org/10.3102/00028312033003719
Keywords:
Case-Based Instruction, self efficacy, self regulation
Record Creator:
Metadata instance created July 6, 2022 by Lauren Bauman
Record Updated:
July 29, 2022 by Caroline Hall
Last Update
when Cataloged:
September 1, 1996
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Record Link
AIP Format
P. Ertmer, T. Newby, and M. MacDougall, , Am. Educ. Res. J. 33 (3), 719 (1996), WWW Document, (https://doi.org/10.3102/00028312033003719).
AJP/PRST-PER
P. Ertmer, T. Newby, and M. MacDougall, Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation, Am. Educ. Res. J. 33 (3), 719 (1996), <https://doi.org/10.3102/00028312033003719>.
APA Format
Ertmer, P., Newby, T., & MacDougall, M. (1996, September 1). Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation. Am. Educ. Res. J., 33(3), 719-752. Retrieved November 26, 2022, from https://doi.org/10.3102/00028312033003719
Chicago Format
Ertmer, P, T. Newby, and M. MacDougall. "Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation." Am. Educ. Res. J. 33, no. 3, (September 1, 1996): 719-752, https://doi.org/10.3102/00028312033003719 (accessed 26 November 2022).
MLA Format
Ertmer, Peggy A., Timothy J. Newby, and Maureen MacDougall. "Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation." Am. Educ. Res. J. 33.3 (1996): 719-752. 26 Nov. 2022 <https://doi.org/10.3102/00028312033003719>.
BibTeX Export Format
@article{ Author = "Peggy A. Ertmer and Timothy J. Newby and Maureen MacDougall", Title = {Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation}, Journal = {Am. Educ. Res. J.}, Volume = {33}, Number = {3}, Pages = {719-752}, Month = {September}, Year = {1996} }
Refer Export Format

%A Peggy A. Ertmer %A Timothy J. Newby %A Maureen MacDougall %T Students' Responses and Approaches to Case-Based Instruction: The Role of                Reflective Self-Regulation %J Am. Educ. Res. J. %V 33 %N 3 %D September 1, 1996 %P 719-752 %U https://doi.org/10.3102/00028312033003719 %O text/html

EndNote Export Format

%0 Journal Article %A Ertmer, Peggy A. %A Newby, Timothy J. %A MacDougall, Maureen %D September 1, 1996 %T Students' Responses and Approaches to Case-Based Instruction: The Role of                Reflective Self-Regulation %J Am. Educ. Res. J. %V 33 %N 3 %P 719-752 %8 September 1, 1996 %U https://doi.org/10.3102/00028312033003719


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