Audrey Raynault

Supporting learners’ self-regulated learning (SRL) processes and skills is crucial for effective learning, especially in online learning environments. In recent years, research on SRL and how it can be supported by technology has proliferated, resulting in many systematic reviews. The aims of this umbrella review are to provide orientation in a growing field, to identify challenges in the design of computer-assisted SRL (CA-SRL) supports and to derive future research needs. We identified and analysed 31 systematic reviews and meta-analyses that investigated SRL supports in computer-based, online and blended learning environments. The synthesis of the reviews highlights the critical importance of adopting comprehensive approaches in designing and implementing CA-SRL supports which integrate a variety of direct and indirect CA-SRL supports across the entire SRL cycle. The findings also call for greater precision in defining and categorising CA-SRL supports and their theoretical foundations to enhance comparability of research in this area. Finally, we conclude by providing recommendations for future research and development to effectively promote SRL for learners.

Interprofessional education (IPE) has been a key area of research and teaching practice for the past twenty years in both university and practice settings in the health sciences and social psychology. IPE training opportunities arise when students from multiple health professions interactively learn together about interprofessional collaboration and how to improve care outcomes for the community at large. It has been proven that the design of care is of higher quality when healthcare professionals understand each other's respective roles, facilitating their communication and teamwork. However, this type of pedagogical approach to interdisciplinary training is fraught with problems, such as communication barriers, synchronization of schedules and logistics, as well as the compartmentalization of professions, which can lead to prejudice despite the educational efforts made. What's more, these courses are attended by large cohorts of initial university trainees, and their pedagogical design may lack authentic anchors, thus diminishing the ability of individuals to mobilize interprofessional collaboration in care partnerships. This article proposes a theoretical model based on an enhanced capability approach, including the use of pedagogical design for student success, to design this type of training by overcoming.

In higher education courses, student engagement has the potential to influence many outcomes, such as learning, retention, satisfaction, and academic success. Measuring student engagement in a course based on a multidimensional perspective provides important information for researchers, teachers, or even students, looking to target potential actions or improvements. This study presents an upgraded version of the Multidimensional Scale of Student Engagement in a Higher Education Course (MSSEC) resulting in a four-factor structure: emotional-cognitive, social, agentic, and behavioral. Engagement measures for a sample of university students (n = 465) were collected across different modalities (e.g., face-to-face, blended, online), at various faculties and university levels. Validity evidence was obtained through exploratory factor analyses, confirmatory factor analyses, internal consistency, and invariance of the measure using multi-group comparison. A first-order model with four correlated factors best fits the data, with good internal consistency for each factor of student engagement. Furthermore, multi-group confirmatory factor analyses support the scale’s partial invariance across gender, age (traditional vs. non-traditional students), university levels (undergraduate vs. graduate), and course modalities (face-to-face vs. blended and online courses). From a multidimensional psychological perspective, the improved version of the MSSEC provides a sound scale to measure student engagement in a higher education course and thus obtain detailed and rich information for researchers, teachers, and students alike.

Universities are offering hybrid interprofessional health sciences collaboration education courses to address the challenges of schedule synchronization, silos, and communication. This article focuses on analyzing the psychometric quality of a questionnaire used in a setting where interprofessional teams collaborated online and face-to-face in a hybrid university health sciences course. This questionnaire was originally designed for people in the working world in order to assess the constructs of collaboration (communication, synchronization and explicit and implicit coordination) mobilized in the face-to-face setting. The results of the second order confirmatory factor analyses support its use in an academic context and support the metric qualities of the original questionnaire. Online and face-to-face collaboration could be measured using this questionnaire in a hybrid university pedagogical context. The study mobilizes knowledge about the evaluation of collaboration, an avenue that little research has taken to date.