Chitra Ebenezer, Hidayah Norul, Chandratilake Madawa, Nadarajah Vishna Devi
School of Health Sciences, International Medical University, Kuala Lumpur, Malaysia.
International Medical University (IMU) Center for Education, International Medical University, Kuala Lumpur, Malaysia.
Front Med (Lausanne). 2022 Feb 16;9:803069. doi: 10.3389/fmed.2022.803069. eCollection 2022.
University students are expected to take charge of their learning without being dependent on teachers. Self-regulated learning (SRL) is the process by which students direct their learning to achieve their set targets and goals in a timely and controlled manner. This study was undertaken to explore the practice of SRL by undergraduate students from different programs in a health science focused university during COVID-19 pandemic.
Thirty-three undergraduate students of five health professions education programs were recruited to take part in focus group discussions to explore their SRL practice with online learning. Their responses were subjected to thematic analysis.
Our students appeared to practice SRL, going through the phases of forethought and goal setting, performance and self-reflection. They set goals for academic as well as personal development in the university. Academic goals like achieving target GPA or marks were achieved by following different study techniques, personal management including time management, and by creating a conducive learning environment. Personal development such as interpersonal skills, social networking was achieved through socializing and participating in extracurricular activities. The students also engaged in self-reflection and analysis of their own performance followed by designing strategies to manage the challenges they faced.
Undergraduates of health professions programs appear to show evidence of practicing SRL. Although impacted by COVID-19 induced lockdown and online learning, they seem to have strategized and achieved their goals through individualized SRL processes. Promoting and fostering an atmosphere of SRL in universities to cater to the needs of the students would help them be more successful in their careers.
大学生应在不依赖教师的情况下自主学习。自我调节学习（SRL）是指学生指导自己的学习，以便及时、可控地实现既定目标的过程。本研究旨在探讨在新冠肺炎疫情期间，一所专注于健康科学的大学中不同专业的本科生自我调节学习的实践情况。
招募了五个健康职业教育专业的33名本科生参加焦点小组讨论，以探讨他们在在线学习中的自我调节学习实践。对他们的回答进行了主题分析。
我们的学生似乎在实践自我调节学习，经历了预先思考和目标设定、表现和自我反思等阶段。他们为大学期间的学业和个人发展设定了目标。通过采用不同的学习技巧、包括时间管理在内的个人管理以及营造有利的学习环境来实现诸如达到目标平均绩点或分数等学业目标。通过社交和参加课外活动来实现诸如人际交往能力、社交网络等个人发展。学生们还对自己的表现进行自我反思和分析，随后设计应对所面临挑战的策略。
健康职业专业的本科生似乎有自我调节学习实践的证据。尽管受到新冠肺炎疫情导致的封锁和在线学习的影响，但他们似乎已经制定了策略，并通过个性化的自我调节学习过程实现了目标。在大学中促进和培养自我调节学习的氛围以满足学生的需求，将有助于他们在职业生涯中更加成功。
