Ashraf Muhammad Azeem, Tsegay Samson Maekele, Gull Nida, Saeed Muneeba, Dawood Hussain
Institute of Educational Sciences, Hunan University, Changsha, China.
School of Education, Anglia Ruskin University, Cambridge, United Kingdom.
Front Med (Lausanne). 2024 Dec 17;11:1425659. doi: 10.3389/fmed.2024.1425659. eCollection 2024.
The study examines the role of blended learning in improving medical students' academic performance through self-regulatory learning and technological competence and identifies the moderating role of perceived institutional support in the relationships between self-regulatory learning, perceived teacher credibility, technological competencies, and academic performance.
The study was based on behavioral learning theory as a theoretical framework, and an adapted questionnaire was used to collect the data. In total, 275 medical students participated in the study, and the data was analyzed using structural equation modeling techniques with SmartPLS.
The results indicate that self-regulatory learning significantly affects student academic performance and mediates the role of teachers' credibility and technological competencies. Furthermore, perceived institutional support is a significant moderator in the relationship between self-regulated learning, technological competencies, and teacher credibility.
The study highlights the importance of self-regulated learning in students' academic achievement. Moreover, it suggests that educational institutions should advance teachers' competence and encourage collaborative learning to enhance students' learning, motivation, and academic performance.
本研究探讨混合式学习在通过自我调节学习和技术能力提高医学生学业成绩方面的作用，并确定感知到的机构支持在自我调节学习、感知到的教师可信度、技术能力和学业成绩之间关系中的调节作用。
本研究以行为学习理论为理论框架，使用改编后的问卷收集数据。共有275名医学生参与了该研究，并使用SmartPLS的结构方程建模技术对数据进行分析。
结果表明，自我调节学习显著影响学生的学业成绩，并在教师可信度和技术能力的作用中起中介作用。此外，感知到的机构支持在自我调节学习、技术能力和教师可信度之间的关系中是一个显著的调节变量。
本研究强调了自我调节学习在学生学业成就中的重要性。此外，研究表明教育机构应提升教师能力并鼓励合作学习，以提高学生的学习、动机和学业成绩。
