Publications by authors named "Chin-Hsi Lin"
Article Synopsis
- Online interprofessional education promotes collaboration through reflection and communication, with the community of inquiry (CoI) framework emphasizing teaching, cognitive, social, and learning presence, the latter focusing on self-regulated learning.
- A survey of 110 participants in a Hong Kong medical education program utilized path analysis to assess the interactions between CoI presences, learning presence, and learning outcomes like perceived progress and satisfaction.
- The findings highlight the significant role of co-regulation in enhancing self-regulation, suggesting that educators should design activities that foster collaborative learning skills to enhance educational outcomes.
Purpose: Self-efficacy, academic motivation, and self-regulation have been identified as important factors contributing to students' learning success in general education. In the field of medical education, however, few studies have examined these variables or their interrelationships as predictors of undergraduate medical students' learning outcomes, especially in the context of flipped learning.
Methods: Using structural equation modeling (SEM), this study explored the impact of self-efficacy on 146 first- and second-year medical students' academic achievement in a flipped-learning environment, and whether such impact (if any) was mediated by academic motivation and self-regulated learning (SRL) strategies.
Background: In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear.
Aims: This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China.
Sample: The participants were 107 tenth graders (68 females, 39 males) in China.