The Role and Skills of the Learning Coach (LC): Coaching students to become professional self-regulated learners

Research output: Contribution to conferenceAbstractpeer-review

Abstract

Health professions education recognises the importance of ensuring graduates are agents of their own learning in preparing them for academic success and a lifetime of learning within their profession. (Bok et al., 2013; Boud & Molloy, 2013; Heeneman et al., 2015; van der Vleuten et al., 2012) 
This shift in educational pedagogy has led to changes from didactic (teacher-centred) learning to self-regulated (student-centred) learning. (Pintrich, 2000; Pintrich, Wolters, Baxter, 2000; Boud & Molloy, 2013; Heeneman et al., 2015) However, if left on their own to manage their learning, students may have a limited ability to optimally utilise their self-regulated learning capabilities (Mieke, Embo, Driessen, Valcke & van der Vleuten, 2010). Adjustments to the teaching and learning culture in health professions education can put students in the educational driver’s seat.
Programmatic Assessment for Learning is such a program which recognises the importance of students developing process skills, including self-regulated learning and professionalism (Heeneman et al., 2015; Schuwirth, van der Vleuten, 2011; van der Vleuten et al., 2012). This shift in health professions education encourages students to “make meaning” of their learning and develop sustainable learning strategies for their future practice. 
The Learning Coach (LC) plays a critical role in the sustainability and success of this process (van der Vleuten et al., 2014; De Souza & Viney, 2014). The aim of this workshop is to describe the theoretical underpinning for the role of the LC and develop strategies of how the LC assists students to develop as professional and self-regulated learners. In this workshop attendees will be introduced to the concept and role of the LC and how they can coach students towards (i) better engagement with their learning [meaningful learning], (ii) identifying and responding to feedback in a way that leads to improved outcomes [self-regulated learning] and (iii) taking responsibility for their learning [professionalism]. 
Through the use of videos and case scenarios, participants will actively learn skills to coach learners to develop sustainable long-term learning strategies.
Original languageEnglish
Pages45-45
Number of pages1
Publication statusPublished - 24 Sep 2019
EventHigher Education Research Group Adelaide (HERGA) Conference 2019 - UniSA City East, Adelaide, Australia
Duration: 25 Sep 201925 Sep 2019
http://www.herga.com.au/herga19.html (Conference overview)

Conference

ConferenceHigher Education Research Group Adelaide (HERGA) Conference 2019
Abbreviated titleHERGA 2019
Country/TerritoryAustralia
CityAdelaide
Period25/09/1925/09/19
OtherAlthough we are only 20 years into the 21st century, there has already been significant change to the way we teach and students learn. Work commitments, teaching specialists, new technologies, students as partners are all relatively new initiatives and they are having significant impact on the way we function in universities. At this conference we'll look at what has changed and how effective it is. We'll look at what is currently changing and how we are adapting and we'll try and take a peak into the next 20 years and see what it may bring.
Internet address

Keywords

  • Learning Coach
  • Self-regulated learning
  • Student-centred

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