Supplementary Material Online: Table 1 Case results
Table 1 Case results
Case
Engagement with activities
(derived from interview
comments and analysis of
resource books)
P1
 Completed 2 of 4 concept
maps in resource book
Age: 22
(but did more on a
whiteboard at home – see
Male
point below)
 Completed 2 of 4
Bachelor of
SMART goals
Science
 Increased his use of the
(Exercise
concept map strategy
health)
 Bought a whiteboard for
home to create large
concept maps
 Used his concept maps
and PBL learning
objectives to direct
learning rather than the
SMART goal system
P2
 Completed 2 of 4 concept
maps (but did more on
Age: 24
poster paper at home – see
point below)
Female
 Completed 2 of 4
SMART goals
Bachelor of
 Used large pieces poster
Exercise
paper for concept maps
Science and
 Included entire fortnight’s
rehabilitation
PBL learning objectives
in one map
 Found the SMART goal
system useful though
internalised the process
rather than writing goals
Outcomes
(derived from MSLQ results and
interview comments)
Increase in (MSLQ scales):
 Rehearsal (pre 4.0, post 4.5)
 Elaboration (pre 4.7, post 5.5)
 Organisation (pre 5.5, post 6.0)
 Critical thinking (pre 4.4, post
5.4)
 Metacognition/SRL (pre 4.4,
post 4.8)
Interview comments:
 More confidence in
approaches to learning
 Awareness of more
efficient learning strategies
Increase in (MSLQ scales):
 Rehearsal (pre 2.3, post 4.8)
 Elaboration (pre 5.5, post 6.3)
 Organisation (pre 5.5, post 5.8)
 Critical thinking (pre 4.0, post
4.8)
 Metacognition/SRL (pre 4.8,
post 5.0)
Interview comments:
 Development of strategies to
become more efficient with her
study time
Table 1 Case results
P3
 Completed all 4 concept
maps (and more – see
Age: 27
point below)
 Completed 2 of 4
Female
SMART goals
 Demonstrated
Bachelor of
development in approach
Applied
to concept mapping
science
 Created extra concept
(Physiotherapy)
maps, as well as
(Honours)
completing resource book
activities
 Introduced concept maps
to study group
 Used concept maps to
guide learning rather than
SMART goals
P4
 Completed 3 of 4 concept
maps (but did more with
Age: 23
study group – see point
below)
Female
 Completed 1 of 4
SMART goals
Bachelor of
 Used concept maps to
Physiotherapy
identify connections
between content and gaps
in her knowledge
 Used concept maps with
study group to
demonstrate knowledge to
each other
 Used the SMART goal
system with study group
to guide group learning
Increase in (MSLQ scales):
 Elaboration (pre 5.3, post 5.7)
 Organisation (pre 4.0, post 5.5)
 Critical thinking (pre 3.2, post
3.8)
 Metacognition/SRL (pre 3.4,
post 4.0)
Interview comments:
 Feeling more confident about
settling back into study after a
five-year break
 Awareness of more effective
learning strategies
Increase in (MSLQ scales):
 Rehearsal (pre 3.8, post 4.5)
 Critical thinking (pre 3.8, post
4.4)
 Metacognition/SRL (pre 4.7,
post 5.2)
Interview comments:
 Feeling more confident with
approaches to learning
Table 1 Case results
P5
 Completed 4 of 4 concept
maps (and more at home)
Age: 30
 Completed 1 of 4
SMART goals
Female
 Adapted the concept
mapping strategy by
Bachelor of
creating large map on
Science
poster paper to illustrate
(Neuroscience)
the big picture
 Concept maps link all
learning objectives for the
fortnight to see where
everything fits
 Found the SMART goal
system useful though
internalised the process
rather than writing goals
P6
 Completed 2 of 4 concept
maps (but added to each
Age: 23
throughout fortnight – see
point below)
Female
 Completed 2 of 4
SMART goals
Bachelor of
 Created a basic concept
Science
map at the beginning of
(Microbiology)
the fortnight on large
piece of poster paper.
Continually added new
knowledge to it
throughout the fortnight
 Developed colour coding
her concept maps to make
them easier to organise
 Adapted to use gaps in
concept map to set a ‘todo’ list as her goal-setting
strategy rather than
SMART goals
 Formed a group to study
with and used the concept
maps as a group study
strategy
Increase in (MSLQ scales):
 Critical thinking (pre 3.0, post
4.4)
 Metacognition/SRL (pre 3.7,
post 4.7)
Interview comments:
 Greater confidence with
approaches to learning
 Feelings of gaining greater
amounts of knowledge in a
shorter time
 As a result of the programme
realised the need to form a
study group
Increase in (MSLQ scales):
 Elaboration (pre 5.0, post 6.5)
 Critical thinking (pre 2.8, post
4.2)
 Metacognition/SRL (pre 4.5,
post 5.3)
Interview comments:
 Feeling more positive about her
ability to design and execute an
effective self-directed learning
plan
Table 1 Case results
P7
 Completed 3 of 4 concept
maps (but did more on
Age: 22
poster paper at home – see
point below)
Female
 Completed 2 of 4
SMART goals
Bachelor of
 Created concept maps on
Biomedical
poster paper and stuck on
Science
bedroom walls
 Adapted her SMART
goals to only address
Attainable and Specific
aspects
Increase in (MSLQ scales):
 Elaboration (pre 6.2, post 6.5)
 Organisation (pre 6.0, post 6.8)
 Critical thinking (pre 5.2, post
6.0)
 Metacognition/SRL (pre 5.4,
post 5.8)
Interview comments:
Feeling a reduction in stress and an
increase in concentration and well
being