Student centred approach to develop self-regulated learning in undergraduate students using embedded metacognitive prompts

Focus: Evaluation of student responses to metacognitive prompts was performed with the aim of promoting self-regulated learning (SRL) and identifying effective learning processes for diverse student groups.

Background: The transition to university presents challenges for students. Increased demands, particularly rapidly acquiring skills for autonomous learning, can leave some students poorly prepared, impacting academic success and risk of attrition (Naylor et al. 2018). SRL is crucial in this process, involving cognitive and metacognitive processes (Zimmerman & Schunk, 2011). While evidence suggests SRL can be taught (Colthorpe et al. 2018; Weinstein et al. 2000), it is often overlooked in university curriculum design.

Description: Aiming to improve SRL behaviours and academic outcomes, we designed tasks prompting students to reflect on their learning processes, set goals, and consider how to seek help and utilise feedback.

Method: Meta-learning tasks were embedded in undergraduate physiology topics. Student responses were analysed using reflexive thematic analysis (Braun & Clarke, 2006). Variables identified were correlated with student demographic information, and grades.

Evidence: Differences in planning abilities and strategy selection for overcoming challenging concepts were observed between students across different grade bands. Higher grades were associated with a broader range of learning strategies and resources, with group study, visualisation and self-quizzing used most by students who achieved greater academic success. Differences were also observed between students from different disciplines and across varying demographics. Students self-reported meta-learning tasks as beneficial (79% - 83% agreement). Student data demonstrated increased student satisfaction and decreased topic fail rates following inclusion of meta-learning tasks.

Contribution: Curriculum design and educational practice to enhance SRL is important to foster academic success for students and promote equity in higher education.

Engagement: Audience members will learn how to implement and evaluate metacognitive prompts and brainstorm how learning behaviours that support academic success could be promoted within their contexts.