The role of self-regulated learning in the age of technology driven medical education

Abstract

Medical educators continuously embrace developments in pedagogy and technology. Blended learning (BL) combines both face-to-face learning and online teaching mediums to generate a rich educational environment. To gain the best learning experience from a BL curriculum, students need a sophisticated level of self-regulation. Self-regulated learning (SRL) in a BL setting refers to the manipulation of student behaviour to take advantage of their environment, both face-to face and online, and apply the resources to achieve their desired objective. This research aims to investigate the factors that mediate successful learning behaviours of medical students and investigates the catalytic influence of the blended setting on self-regulated learning mechanisms. The findings can inform future curricular design and delivery as well as determine the best student support for tertiary settings. We developed an evaluative tool to investigate how medical students learn in a BL environment using Artino’s seven step approach, resulting in a 19-item questionnaire “Blended Learning Questionnaire” (BLQ). The resulting BLQ was determined to be a reliable instrument (Cronbach’s Alpha 0.770). The Kaiser Meyer Olkin of 0.655 (p < 0.001), communicated that factor analysis was an appropriate measure to apply to this data set, in addition to Bartlett’s test of sphericity that highlighted a significant result (x2(546), (p < 0.001). It can be concluded that overall, the BL setting aids in facilitating regulatory behaviours of medical students through optimising their learning and efficiency. Across cohort levels, motivation varied as a potential result of the differing SRL strategies applied depending on the students’ stage of learning and phase of the medical program. Ultimately, the findings indicate that students used resources at their own discretion to support their learning competency and autonomy. This was dependent on the value placed on the task, influenced by internal factors including intrinsic motivation or external factors including due dates and peer settings. The extent to which students applied SRL strategies was mediated by the BL setting and influenced the success of their performance as indicated by their exam performance and consistent engagement with learning resources. The cumulative findings are pivotal in broadening current knowledge regarding selfregulation strategies for medical students facilitated by technological mediums, to best optimise learning efficiency and success.

Date of Award	2023
Original language	English
Awarding Institution	Western Sydney University
Supervisor	Iman Hegazi (Supervisor)