ABSTRACT
The Agile Warrior concept has been developed to promote thinking skills throughout all ranks in the British Army, including initial training during Phase 1. The concept of the Agile Warrior is based around transformation of learning and teaching in the Army from an instructor-led approach to a constructivist, student-led method. This transformation is facilitated through a process termed "Present, Apply, Review" (PAR). The effectiveness of the PAR method to encourage recruits' motivation, self-regulation, and reflective thinking was tested in a quasi-experimental pre-post design by comparing 97 participants who were trained by PAR instructors with 115 participants who were trained by Non-PAR instructors. Subsequently eight recruits were interviewed to interrogate the underlying reasons why PAR was effective for some, but not others. In contrast to expectations no significant positive effect of PAR compared with Non-PAR instruction was found in terms of motivation, self-regulation, and reflective thinking. Follow-up semi-structured interviews indicated that a mix of pre-dispositions (e.g., physical ability), motivational climate (e.g., instructor) and learning factors (e.g., self-regulation) influenced the lived experiences of Phase 1 recruits, and PAR in particular. A recommendation is to expand the application of constructivist approaches to training within the Armed Forces, paying particular attention to the motivational climate of the learning environment and the learning factors and pre-dispositions of the learners. Further studies are needed to examine the impact of constructivist approaches to training within that context.
ABSTRACT
Massive Open Online Courses (MOOCs) are typically designed around a self-guided format that assumes learners can regulate their own learning, rather than relying on tutor guidance. However, MOOCs attract a diverse spectrum of learners, who differ in their ability and motivation to manage their own learning. This study addresses the research question 'How do professionals self-regulate their learning in a MOOC?' The study examined the 'Fundamentals of Clinical Trials' MOOC offered by edX, and presents narrative descriptions of learning drawn from interviews with 35 course participants. The descriptions provide an insight into the goal-setting, self-efficacy, learning and task strategies, and help-seeking of professionals choosing to study this MOOC. Gaining an insight into how these self-regulatory processes are or are not enacted highlights potential opportunities for pedagogic and technical design of MOOCs.
