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