Data on undergraduate students’ self-regulation in online and blended learning environments during the COVID-19 pandemic in Indonesia
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PROVIDER: S-EPMC10867622 | biostudies-literature | 2024 Feb
REPOSITORIES: biostudies-literature
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Project description:ObjectiveThis scoping review explores the existing literature related to post-pandemic face-to-face learning environments for undergraduate students following their participation in virtual classes during the Covid-19 pandemic. The secondary objectives are focused to identify the cognitive; emotional, or communicative demands that characterize students; changes in pedagogical strategies; and primary recommendations regarding post-pandemic face-to-face education in the context of Covid-19.IntroductionThe global emergency created by the presence of COVID-19 has led to significant change in the daily lives of people worldwide, ranging from lockdowns to the proliferation of virtual channels for social interaction and learning. Interest in its effects remains relevant in various fields including social, economic, health, technological, and educational studies. The transition back to face-to-face studies in university settings requires new adjustment processes for both students and teachers, necessitating pedagogical transformations and addressing cognitive, emotional, communicative, and habituation demands. Studies on the return to face-to-face studies in university settings are relatively scarce and warrant in-depth research.Inclusion criteriaThis review will include studies completed and published in calendar years 2022 and 2024 that involve post-pandemic face-to-face learning environments for undergraduate students from any geographical area.MethodologyThis scoping review will follow the JBI methodology for conducting scoping reviews. The following databases will be used: Academic Search Complete, Inter-American Development Bank, CLACSO, and The UNESCO Institute for Higher Education in Latin America and the Caribbean (IESALC), Dimensions, DOAB, DOAJ, ERIC, LILACS, Psicodoc, Redalyc, Redib, Scielo, Scopus, Dialnet, Web Of Science, Latindex, Google Scholar, SocArXiv. The search will aim to locate publications without language restrictions from any geographic location, including peer-reviewed articles, grey literature, preprints, technical notes, and policy reports. Three independent reviewers will screen, retrieve and review full-text studies and extract data. Consensus will be sought in the event of disagreement. The search results will be presented in the PRISMA-ScR flowchart. A narrative summary will also be included (Tricco AC 2018).Trial registrationRegistration of systematic reviews: Open Science Framework (https://doi.org/10.17605/OSF.IO/6P9QB).
| S-EPMC11559994 | biostudies-literature
Project description:BackgroundMedical curricula are constantly evolving in response to the needs of society, accrediting bodies and developments in education and technology. The integration of blended learning modalities has challenged traditional methods of teaching, offering new prospects in the delivery of medical education. The purpose of this review is to explore how medical students adapt their learning behaviours in a Blended Learning environment to become more independent and self-regulated, in addition to highlighting potential avenues to enhance the curriculum and support student learning.MethodsUsing the approach described by Levac et al. (2010), which builds on Arksey and O'Malley's framework, we conducted a literature search of the following databases: MEDLINE (Ovid), ERIC, EBSCO, SCOPUS and Google Scholar, utilising key terms and variants of "medical student', 'self-regulated learning' and 'blended learning'. The search yielded 305 studies which were further charted and screened according to the Joanna Briggs Institute.ResultsForty-four studies were identified and selected for inclusion in this review. After full analysis of these studies, underpinned by Self-regulation theory, five major concepts associated with students' learning behaviours in a Blended Learning environment were identified: Scaffolding of instructional guidance may support self-regulated learning; Self-regulated learning enhances academic performance; Self-regulated Learning improves study habits through resource selection; Blended learning drives student motivation and autonomy; and the Cognitive apprenticeship approach supports Self-regulated learning.ConclusionThis review uncovers medical students' learning behaviours within a Blended learning environment which is important to consider for curricular adaptations and student support.
| S-EPMC8803058 | biostudies-literature
Project description:To ensure that students continued receiving adequate yet safe clinical exposure during the COVID-19 pandemic, the Faculty of Medicine at Universitas Indonesia (FMUI) created the Module of COVID-19 Self-Isolation Monitoring which aims to equip students with the knowledge and skill to monitor confirmed and close contact cases of COVID-19. Module development, divided into four phases: preparation, orientation, implementation, and evaluation phase, started as soon as the delta wave of COVID-19 cases forced medical students to halt their offline clinical rotations. A quantitative secondary data were obtained from student and patient satisfaction questionnaires and on students' performance and reflection. We analyzed the distribution of module evaluation, the student's discussion score during the module, the students' interest in participating as Covid-19 volunteers before and after the module's deployment, and the correlation between learning outcomes and satisfaction. A total of 372 patients were monitored by 208 students during the 4-week module. The response rates were above 80%, with the majority agreeing that students found this module well-organized and fulfilled their expectations. There was a significant increase in discussion scores from weeks 1 to 4, a significant difference in the proportion of students interested in COVID-19 volunteering before and after the module completion as well as a significant low correlation between the patient's monitoring score sheet and the reflection essay towards the patient's satisfaction. We should still improve tutors' time management, tutors' provision of triggering questions for critical thinking skills, and tutors' feedback for students. The module met patient expectations and is expected to assist tutors in providing feedback and examples of doctor-patient communication, thus accelerating students' competence in patient interaction. Further evaluation is needed regarding knowledge transfer, the impact on community health, and the faculty development program, especially regarding how tutors fulfill their roles as medical educators.
| S-EPMC9803291 | biostudies-literature
Project description:Background Academic self-efficacy (ASE) has been found to be an important motivator for academic success among nursing students. The associations between ASE, resilience and social support have not been fully explored among nursing students, especially those in their first year who are learning online. Objectives To explore a) the associations between ASE, resilience and social support among first-year nursing students learning in an online learning environment; and b) students' views regarding the difficulties they have encountered and the available assistance. Design and methods A cross-sectional survey design on a sample of 222 undergraduate first-year Israeli nursing students. Questions were uploaded in the format of a commercial internet survey provider (Qualtrics.com) and distributed through the university's online learning platform. Results Positive correlations were found between ASE and resilience and social support. Significant differences were found in the research variables according to the students' gender, cultural group and their perceived difficulty in studies. Resilience, social support, perceived difficulty in studies and being a female explained 31% of the students' variance in ASE. Conclusions Nurse educators should develop and promote strategies to enhance students' resilience and perceived social support. These have the potential to significantly improve students' ASE also in online environments. In addition, faculty should promote the preparation of online learning environments in accordance with students' needs and proficiencies.
| S-EPMC9719613 | biostudies-literature
Project description:Background and objectiveCOVID-19 pandemic continuously spread exacerbating global concerns. It had impacted all life aspects such as social, cultural, economic and education. This study assess the impact of COVID-19 pandemic on undergraduate dental students at Faculty of Dentistry, University of Malaya. The objective of this study is to evaluate the impact of the pandemic on physical and mental health of undergraduate dental students.MethodsThis is a cross-sectional study. An online questionnaire was administrated to 150 undergraduate dental students. The questionnaire included questions related to students' demographic data, their concerns on academic achievement, their opinion on institution response, and the impact of the crisis on their mental and physical health. SPSS software v26.0 was used to analyse the collected data.ResultsA total of 147 respondents participated in the study. About 66% of the students felt comfortable in adapting to the new technology while 85.7% were concerned about the quality of online learning. Almost all students 98.6% expressed their doubts on the ability to pass the competency exams and to graduate on time, with only 49.7% agreed that clinical experience was effectively delivered through online classes. Most students were also concerned on the impact of the pandemic on their physical and emotional health 85.8% and 76.9% respectively.ConclusionsThe findings of our study highlight the positive adaptation of the students to online learning and using technology. On the other hand, the study indicates that the COVID-19 pandemic brings negative impacts on our students' physical and mental health.
| S-EPMC9491624 | biostudies-literature
Project description:BackgroundMedical education all over the country has been forced to shift to e-learning, mainly online classes. In this scenario, the medical education department (MEU) of a teaching hospital under a deemed university felt the need to study the satisfaction and usefulness of these classes, as perceived by the undergraduate medical students.MethodsQuestionnaire survey was planned. A specially designed questionnaire was created, keeping in mind, the study objectives. It was validated, and a pilot was conducted, for modifications and to calculate sample size. The questionnaire was administered by email as Google Forms. The responses, which included quantitative and qualitative responses, were analysed, and feedback points noted. Percentage level of satisfaction and usefulness was calculated with 95% confidence interval. To test the statistical significance of the association of satisfaction levels amongst students of different Phases, chi square test was used.ResultsOn a scale scoring for satisfaction, 53.6% scored moderate, 31% high, and 15.4% low satisfaction. 49.8% of the students were less satisfied about attending classes from home; 15.7% felt it was better. 57.1% of the students found the concept of online learning moderately useful, 31.4% found it minimally useful, 11.5%, highly useful.ConclusionsThe undergraduate medical students perceived moderate satisfaction and usefulness with the on-going online classes. They expressed the desire to resume routine physical classes, especially for practicals and clinics. Points of improvement of the online teaching-learning programme were also obtained. This study revealed sufficient feedback to be shared with all stakeholders, regarding improvements in the online classes.
| S-EPMC7873757 | biostudies-literature
Project description:This article describes data on students' attitudes toward e-learning at an Indonesian higher education institution during the pandemic period. This cross-sectional study was conducted with a total of 342 full-time students who studied at Universitas Negeri Jakarta in the 2022-2023 academic year. All respondents were determined using the convenience non-probability sampling method. To gather the data, the Attitude Scale Toward E-Learning (ASTEL) developed by Haznedar and Baran [1] was employed. The online survey was distributed to acquire the desired data on individual demographic characteristics (6 items), avoidance of e-learning (10 items), and tendency to e-learning (10 items). It was conducted from February to March 2023 with the support of lecturers. The dataset is available in the form of Microsoft Excel. The collected data provide new insights concerning students' e-learning attitudes with regard to gender, age, grade level, daily duration of internet use, owner of a personal computer, and level of fear of contracting COVID-19. The dataset is made widely accessible to enable more critical and comprehensive investigations. The dataset will provide guidance to lecturers and policymakers in planning the effective use of e-learning and designing appropriate educational programs to enhance students' achievement in technology-supported learning contexts.
| S-EPMC10362069 | biostudies-literature
Project description:ObjectivesThis study aimed to explore the views and expectations of medical students and faculty members on blended learning following university-wide teaching reforms, focusing on its influence on self-directed learning (SDL) and educational effectiveness.DesignA qualitative study employing grounded theory methodology with semistructured individual and group interviews.SettingA tertiary medical university after institution-wide educational reforms.ParticipantsOne administrator, 11 faculty members and 30 third-year preclinical medical students were recruited to participate in the study.ResultsThe analysis of faculty and student perceptions yielded two core categories from faculty and three from students. Faculty highlighted the comparison between face-to-face and online instruction, emphasising the influence of students' learning attitudes, SDL abilities, teachers' beliefs and teaching strategies on blended learning outcomes. Students shared their learning preferences and challenges with SDL, identifying learning attitudes, teaching management and learning methods as key factors impacting blended learning success.ConclusionsThe study highlights that teachers' positive beliefs enhance blended learning success, while fostering students' self-directed skills and learning attitudes, along with addressing challenges and needs, is key to effective strategies.
| S-EPMC11751817 | biostudies-literature
Project description:PurposeOnline courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students' learning processes and their adaptation to self-directed learning online.MethodsThirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students' self-reflections, written during a five week self-directed, problem-oriented online course.ResultsTwo categories emerged: 'the influence of the structured framework' and 'communication and interaction with teachers and peers.' The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment.ConclusionThe analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.
| S-EPMC4536344 | biostudies-literature
Project description:It is possible to focus medical genetics education by using a model that integrates the skills of end-user searching of the medical literature into the traditional course content. Since 1988, 313 first-year medical students were studied as they accessed MEDLINE to retrieve information about biochemical genetic disorders. Their search behavior was studied by analyzing data from the National Library of Medicine's traffic files. The skills that they initially learned were reinforced as they searched clinical genetics problem cases in the second-year pathology course, and these skills were consolidated in the third year when the students addressed specific patient-care questions in pediatrics. The students' perception of the value of this model was studied by analyzing questionnaires completed during the exercise. It was demonstrated that when students were taught the skills of accessing MEDLINE by computer, they could formulate a question, retrieve current information, critically review relevant articles, communicate effectively, and use these skills to contribute to patient care.
| S-EPMC1682177 | biostudies-other