STUDENTS RESPONSES AND APPROACHES TO CASE-BASED INSTRUCTION - THE ROLE OF REFLECTIVE SELF-REGULATION

In this exploratory study, we examined how students with high and low levels of self-regulation responded to, and approached learning from, case-based instruction. Fifty-eight first-year veterinary students, en rolled in a case-based biochemistry laboratory course, were classified according to their precourse performances on two self-regulated learn ing inventories. Nine students, representing high and low levels of se lf-regulation, were interviewed three times during the semester to exp lore initial and changing responses and approaches to case-based instr uction. Students' responses are described in terms of the motivational components of case-based instruction: the interest expressed, the val ue students perceived in case-based instruction, as well as their conf idence for learning from the case method. Students' approaches are des cribed in terms of their goal orientations evaluative lens, levels of self-awareness, openness to challenges, perceived levels of relevant k nowledge, and contextual vulnerability.