Analysis of Self-Regulated Learning and Learning Style Preference of First-Year Medical Students for E-Learning Optimization
DOI:
https://doi.org/10.51276/edu.v6i1.1128Keywords:
E-learning, Learning Style , Medical Education , Self-Regulated LearningAbstract
First-year medical students adapt to hybrid education, combining online and offline learning in the new standard era. The various features of e-learning need to accommodate students' skills in self-regulated learning and their preferences, such as learning style preference. Therefore, this research aims to analyze first-year medical students' self-regulated learning skills and learning style preferences in online learning to identify e-learning optimization needs that can facilitate their adaptation to medical education. A descriptive quantitative and qualitative narrative method was conducted through document analysis. The Online Self-Regulated Learning Questions (OSRLQs) were used to obtain quantitative descriptive data on students' self-regulated learning skills, and the learning style preference questionnaire was used to obtain data on first-year medical students. The results showed that first-year medical students require optimization in four domains of the self-regulated learning skills in online learning, including task strategies, time management, help-seeking, and self-evaluation. The analysis yielded 19 categories with three main learning style preferences: a combination of visual and auditory and a combination of visual, auditory, and kinesthetic. This analysis recommends optimizing several e-learning features to improve first-year medical students' self-regulated learning skills and learning style preferences.
Downloads
References
Ahmadi, K., Fathi-Ashtiani, A., Ghaffari, A., & Hossein-Abadi, F. H. (2009). Medical Students' Educational Adjustment nd Motivation Power Compared to Other Academic Majors: A Prospective Study. Journal of Applied Sciences, 9(7), 1350–1355. https://doi.org/10.3923/jas.2009.1350.1355.
Allaymoun, M. H., & Shorman, S. M. (2022). Individual Self-assessment Using Feedback System to Improve E-Learning in Case of Corona-19 Pandemic. International Journal of Information and Education Technology, 12(8), 802–808. https://doi.org/10.18178/ijiet.2022.12.8.1687.
Alvi, E., & Gillies, R. M. (2015). Social Interactions That Support Students’ Self-Regulated Learning: A Case Study of One Teacher’s Experiences. International Journal of Educational Research, 72, 14–25. https://doi.org/10.1016/j.ijer.2015.04.008.
Barrow, M., Mckimm, J., & Samarasekera, D. D. (2010). Medical Education in Practice Strategies for Planning and Designing Medical Curricula and Clinical Teaching. South-East Asian Journal of Medical Education, 4(1), 2–8.
Berkhout, J. J., Teunissen, P. W., Helmich, E., van Exel, J., van der Vleuten, C. P. M., & Jaarsma, D. A. D. C. (2017). Patterns in Clinical Students' Self-Regulated Learning Behavior: A Q-Methodology Study. Advances in Health Sciences Education : Theory and Practice, 22(1), 105–121. https://doi.org/10.1007/s10459-016-9687-4.
Boekaerts, M. (1996). Self-regulated Learning at the Junction of Cognition and Motivation. European Psychologist, 1(2), 100–112. https://doi.org/10.1027/1016-9040.1.2.100.
Bouchey, B., Castek, J., & Thygeson, J. (2021). Multimodal Learning. Innovative Learning Environments in STEM Higher Education: Opportunities, Challenges, and Looking Forward, 35-54.
Boyd, T., Besche, H., Goldhammer, R., Alblooshi, A., & Coleman, B. I. (2022). First-Year Medical Students’ Perceptions of a Self-Regulated Learning-Informed Intervention: An Exploratory Study. BMC Medical Education, 22(1), 1–12. https://doi.org/10.1186/s12909-022-03908-4.
Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2014). Self-Directed Learning: A Tool for Lifelong Learning. Journal of Marketing Education, 36(1), 20–32. https://doi.org/10.1177/0273475313494010.
Cassidy, S. (2011). Self-Regulated Learning In Higher Education: Identifying Key Component Processes. Studies in Higher Education, 36(8), 989–1000. https://doi.org/10.1080/03075079.2010.503269.
Charokar, K., & Dulloo, P. (2022). Self-directed Learning Theory to Practice: A Footstep towards Becoming a Life-long Learner. Journal of Advances in Medical Education & Professionalism, 10(3), 135–144. https://doi.org/10.30476/JAMP.2022.94833.1609.
Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning Styles and Teaching Styles Determine Students’ Academic Performances. International Journal of Evaluation and Research in Education, 8(4), 610–615. https://doi.org/10.11591/ijere.v8i3. 20345.
Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). Covid-19 and Higher Education: First-Year Students’ Expectations Toward Distance Learning. Sustainability (Switzerland), 13(4), 1–20. https://doi.org/10.3390/su13041889.
Daroedono, E., Siagian, F. E., Alfarabi, M., Cing, J. M., Arodes, E. S., Sirait, R. H., Suryowati, T., Sunarti, L. S., Ahmad, L. N., Wiyanto, M., Kurniaty, L., & Hutabarat, R. S. O. (2020). The impact of COVID-19 on Medical Education: Our Student's Perception on the Practice of Long-Distance Learning. International Journal of Community Medicine and Public Health, 7(7), 2790. https://doi.org/10.18203/2394-6040.ijcmph20202545.
Datta, P. K., Roy Chowdhury, S., Aravindan, A., Saha, S., & Rapaka, S. (2022). Medical and Surgical Care of Critical Burn Patients: A Comprehensive Review of Current Evidence and Practice. Cureus, 14(11), e31550. https://doi.org/10.7759/cureus.31550.
Dent, J. A., & Harden, R. M. (2013). A Practical Guide for Medical Teachers. Elsevier Ltd.
Doherty, I., & McKimm, J. (2010). E-Learning in Clinical Teaching. British Journal of Hospital Medicine (London, England : 2005), 71(1), 44–47. https://doi.org/10.12968/hmed.2010.71.1.45973.
Ellaway, R., & Masters, K. (2008). AMEE Guide 32: E-Learning in Medical Education Part 1: Learning, Teaching and Assessment. Medical Teacher, 30(5), 455–473. https://doi.org/10.1080/01421590802108331.
El-Sabagh, H. A. (2021). Adaptive E-Learning Environment Based on Learning Styles and its Impact on the Development of Students' Engagement. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00289-4.
Elshareif, E., & Mohamed, E. A. (2021). The Effects of E-Learning on Students’ Motivation to Learn in Higher Education. Online Learning Journal, 25(3), 128–143. https://doi.org/10.24059/olj.v25i3.2336.
Fabriz, S., Mendzheritskaya, J., & Stehle, S. (2021). Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19. Frontiers in Psychology, 12(October). https://doi.org/10.3389/fpsyg.2021.733554.
Fabry, G., & Giesler, M. (2012). Novice Medical Students: Individual Patterns in the Use of Learning Strategies and How They Change During the First Academic Year. GMS Zeitschrift Fur Medizinische Ausbildung, 29(4). https://doi.org/10.3205/zma000826.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), 16-37. https://doi.org/10.9734/ajess/2020/v10i430273.
Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the Right Tree!. Educational developments, 7(4), 4. https://doi.org/10.7748/ns.6.2.51.s64.
Geng, S., Law, K. M. Y., & Niu, B. (2019). Investigating Self-Directed Learning and Technology Readiness in Blending Learning Environment. International Journal of Educational Technology in Higher Education, 16(1), 1-22. https://doi.org/10.1186/s41239-019-0147-0.
Girón-García, C., & Gargallo-Camarillas, N. (2020). Multimodal and Perceptual Learning Styles: Their Effect on Students’ Motivation in a Digital Environment. The EuroCALL Review, 28(2), 23-28. https://doi.org/10.4995/eurocall.2020.12758.
Hapsari, A., & Fatmasari, T. A. (2022). Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study. Journal of English and Education (JEE), 8(2), 58–72. https://doi.org/10.20885/jee.v8i2.24333.
Hoque, F. (2024). US Medical Education Landscape : Now and Beyond. Medical Reports, 8(October), 100127. https://doi.org/10.1016/j.hmedic.2024.100127.
Huggett, K., & Jeffries, W. (2010). An Introduction to Medical Teaching. Springer Netherlands. https://doi.org/10.1007/978-90-481-3641-4.
Javed, K., Akhtar, A. N., Nasir, U. Bin, Farooq, N., Sikandar, S., & Rizwan, M. (2022). Need of the Hour: Student-centered Learning in Undergraduate Medical Curriculum. Pakistan Journal of Medical and Health Sciences, 16(12), 74–76. https://doi.org/10.53350/pjmhs2022161274.
K Nayak, M., & Belle, V. S. (2020). Various Methods of Self-Directed Learning in Medical Education. Medisys Journal of Medical Sciences, 1(1), 15–22. https://doi.org/10.51159/medisysjmedsci.2020.v01i01.004.
Kaufman, D. M. (2003). Applying Educational Theory in Practice. BMJ, 326(7382), 213 – 216. https://doi.org/10.1136/bmj.326.7382.213.
Kesuma, A., Zamroni, Z., Putranta, H., Cahyo, H., & Kistoro, A. (2020). Evaluation of the Self-regulated Learning Model in High Schools: A Systematic Literature Review. Universal Journal of Educational Research, 8, 4792–4806. https://doi.org/10.13189/ujer.2020.081051.
Lestari, Syafril, S., Latifah, S., Engkizar, E., Damri, D., Asril, Z., & Yaumas, N. E. (2021). Hybrid Learning on Problem-Solving Abilities in Physics Learning: A Literature Review. IOP Conference Series: Earth and Environmental Science, 1796(1). https://doi.org/10.1088/1742-6596/1796/1/012021.
Lin, H. M., Chen, W.-J., & Nien, S.-F. (2014). The Study of Achievement and Motivation by E-Learning–A Case Study. International Journal of Information and Education Technology, 4(5), 421–425. https://doi.org/10.7763/ijiet.2014.v4.442.
Lucey, C. R., Davis, J. A., & Green, M. M. (2022). We Have No Choice but to Transform: The Future of Medical Education after the COVID-19 Pandemic. Academic Medicine, 97(3), S71–S81. https://doi.org/10.1097/ACM.0000000000004526.
Maggio, M. P., Hariton-Gross, K., & Gluch, J. (2012). The Use of Independent, Interactive Media for Education in Dental Morphology. Journal of Dental Education, 76(11), 1497–1511. https://doi.org/10.1002/j.0022-0337.2012.76.11.tb05412.x.
Mahini, F., Forushan, Z. J. A., & Haghani, F. (2012). The Importance of Teacher’s Role in Technology-Based Education. Procedia - Social and Behavioral Sciences, 46, 1614–1618. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.05.348.
Martínez-Argüelles, M. J., Plana, D., Hintzmann, C., Batalla-Busquets, J. M., & Badia, M. (2015). The Usefulness of Feedback in E-Learning from the Student's Perspective. Intangible Capital, 11(4), 627–645. https://doi.org/10.3926/ic.622.
Modi JN, Gupta P, & Singh T. (2015). Competency-based Medical Education, Entrustment and Assessment. Indian Pediatrics, 52(5), 413–420.
Morente, L., Morales-Asencio, J. M., & Veredas, F. J. (2014). Effectiveness of an E-Learning Tool for Education on Pressure Ulcer Evaluation. Journal of Clinical Nursing, 23(13–14), 2043–2052. https://doi.org/10.1111/jocn.12450.
Morris, C., & McKimm, J. (2009). Becoming a Digital Tourist: A Guide for Clinical Teachers. The Clinical Teacher, 6(1), 51–55. https://doi.org/10.1111/j.1743-498X.2008.00263.x.
Nammakhunt, A., Porouhan, P., & Premchaiswadi, W. (2023). Creating and Collecting E-learning Event Logs to Analyze the Learning Behavior of Students through Process Mining. International Journal of Information and Education Technology, 13(2), 211–222. https://doi.org/10.18178/ijiet.2023.13.2.1798.
Ormrod, J. . (2012). Human Learning, 6th Edition. Pearson Education Inc.
Ovens, A., & Fletcher, T. (2014). Doing self-study: The Art of Turning Inquiry on Yourself. In Self-Study in Physical Education Teacher Education: Exploring the Interplay of Practice and Scholarship, 3-14. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-05663-0_1.
Parai, M., Shenoy, P., & Loh, K. Y. (2015). Students’ Perception of Technology-Assisted Learning in Undergraduate Medical Education – A Survey. The Social Science Journal, 52(1), 78–82. https://doi.org/10.1016/j.soscij.2014.08.007.
Picton, A., Greenfield, S., & Parry, J. (2022). Why do Students Struggle in Their First Year of Medical School? A Qualitative Study of Student Voices. BMC Medical Education, 22(1), 1–13. https://doi.org/10.1186/s12909-022-03158-4.
Prihatiningsih, T. S., Nurokhmanti, H., & Baujea, G. (2021). What Changes in Implementing Competence-Based Medical Education in Indonesia: a Qualitative Study. Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education, 10(1), 12-26. https://doi.org/10.22146/jpki.64125.
Sá, J., Strand, P., Hawthorne, K., Da Silva, A., & Kitto, S. (2021). Transitions in Medical Education: Filling in the Blanks. Educacion Medica, 22(6), 346–351. https://doi.org/10.1016/j.edumed.2021.07.001.
Samarakoon, L., Fernando, T., Rodrigo, C., & Rajapakse, S. (2013). Learning Styles and Approaches to Learning Among Medical Undergraduates and Postgraduates. BMC Medical Education, 13(1), 1-6. https://doi.org/10.1186/1472-6920-13-42.
Santoso, B. (2024). Medical Education in Indonesia: Medical Education Curriculum in the Future. Surabaya Medical Journal, 2(1), 1–7. https://doi.org/10.59747/smjidisurabaya.v2i1.68.
Santoso, H. B., Putra, P. O. H., & Febrian, F. F. H. S. (2021). Development & Evaluation of E-Learning Module Based on Visual and Global Preferences Using a User-Centered Design Approach. International Journal of Emerging Technologies in Learning, 16(15), 139–151. https://doi.org/10.3991/ijet.v16i15.24163.
Schwerter, J., Wortha, F., & Gerjets, P. (2022). E-learning with Multiple-Try-Feedback: Can Hints Foster Students’ Achievement During the Semester? Educational Technology Research and Development, 70(3), 713–736. https://doi.org/10.1007/s11423-022-10105-z.
Sharma, N., Singh, D., Sharma, S., & Ansari, A. (2023). A Preliminary Assessment of Odonata (Dragonflies & Damselflies) Across an Elevation Gradient–Insights from Shiwaliks to Alpines, Northwestern Himalaya, India. Journal of Threatened Taxa, 15(7), 23545-23556.
Siregar, E. A. R., Wirajangsa, I. G. N. M., Brahmantya, I. B. Y., & Santosa, G. N. P. E. (2024). Five Star Doctor: Building a Bridge between Ethnomedicine and Modern Medicine. Journal of Ethnomedicine and Medical Wellness, 1(1), 5-8.
Slivkoff, M., Johnson, C., & Tackett, S. (2021). First-Year Medical Student Experiences Adjusting to the Immediate Aftermath of COVID-19. Medical Science Educator, 31, 1–8. https://doi.org/10.1007/s40670-021-01213-1.
Solimeno, A., Mebane, M. E., Tomai, M., & Francescato, D. (2008). Students' and Teachers' Characteristics Influence the Efficacy of Face-to-Face and Computer-Supported Collaborative Learning. Computers & Education, 51(1), 109–128. https://doi.org/10.1016/j.compedu.2007.04.003.
Stephanou, G., & Mpiontini, M.-H. (2017). Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects. Psychology, 8(12), 1941–1975. https://doi.org/10.4236/psych.2017.812125.
Uz, R., & Uzun, A. (2018). A Blended Learning Environment Influences Learners' Self-Regulated and Self-Directed Learning Skills. European Journal of Educational Research, 7(4), 877–886. https://doi.org/10.12973/eu-jer.7.4.877.
van den Berg, H. (2015). Changes in Learning Styles Induced by Practical Training. Learning and Individual Differences, 40, 84–89. https://doi.org/https://doi.org/10.1016/j.lindif.2015.04.013.
Van Seters, J. R., Ossevoort, M. A., Tramper, J., & Goedhart, M. J. (2012). The Influence of Student Characteristics on the Use of Adaptive E-Learning Material. Computers and Education, 58(3), 942–952. https://doi.org/10.1016/j.compedu.2011.11.002.
Varunki, M., Katajavuori, N., & Postareff, L. (2017). First-year Students' Approaches to Learning and Factors Related to Change or Stability in Their Deep Approach During a Pharmacy Course. Studies in Higher Education, 42(2), 331–353. https://doi.org/10.1080/03075079.2015.1049140.
Venkatesh, S., Rao, Y. K., Nagaraja, H., Woolley, T., Alele, F. O., & Malau-Aduli, B. S. (2020). Factors Influencing Medical Students’ Experiences and Satisfaction with Blended Integrated E-Learning. Medical Principles and Practice, 29(4), 396–402. https://doi.org/10.1159/000505210.
Volman, M. (2005). A Variety of Roles for a New Type of Teacher. Educational Technology and the Teaching Profession. Teaching and Teacher Education, 21(1), 15–31. https://doi.org/10.1016/j.tate.2004.11.003.
Winne, P. H., Nesbitt, J. C, Kumar, V., Hadwin, A. F., Lajoie, S. P., Azevedo, R., Perry, N.E. (2006). Supporting Self-Regulated Learning with Gstudy Software: The Learning Kit Project, Technology Instruction Cognition and Learning, 3, 105-113.
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical Students’ Motivation and Academic Performance: The Mediating Roles of Self-Efficacy and Learning Engagement. Medical Education Online, 25(1). https://doi.org/10.1080/10872981.2020.1742964.
Yu, Z. (2022). Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic. Sustainability (Switzerland), 14(8), 4388. https://doi.org/10.3390/su14084388.
Zheng, B. (2022). Medical Students’ Technology Use for Self-Directed Learning: Contributing and Constraining Factors. Medical Science Educator, 32(1), 149–156. https://doi.org/10.1007/s40670-021-01497-3.
Zhuhra, R., Wahid, M., & Mustika, R. (2022). Exploring College Adjustment in First-Year Gen Z Medical Students and Its Contributing Factors. The Malaysian Journal of Medical Sciences : MJMS, 29, 126–137. https://doi.org/10.21315/mjms2022.29.1.12.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Rena Fuji Erin Setyawati, Bhakti Gunawan, Matrissya Hermita, Ruddy J Suhatril, Rama Dian Syah
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
