Abstract
BackgroundUniversity 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.MethodThirty-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.ResultOur 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.ConclusionUndergraduates 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.
Highlights
Self-regulated learning (SRL) is the cognitive process through which a learner regulates his/her own learning by analyzing the task, setting clear learning goals, planning out the processes, enacting the process with self-control, reflecting on own performance and making the necessary improvements to achieve the set goals [1]
A total of 33 students from five different undergraduate health professions programs participated in five focus group discussions
The major themes generated were “Goal setting as the initiation of SRL practice,” “Adoption of study techniques to assist SRL” and “The role of reflection in SRL.”
Summary
Self-regulated learning (SRL) is the cognitive process through which a learner regulates his/her own learning by analyzing the task, setting clear learning goals, planning out the processes, enacting the process with self-control, reflecting on own performance and making the necessary improvements to achieve the set goals [1]. Self-Regulated Learning in Health Professions the student initiates and directs his/her own learning [2]. Self-regulated learning is deemed to be a determining factor for academic achievement [4], the percentage of students from universities as well as schools who practice high level of SRL is generally low (15–25%) across different countries [5]. Contextual and social attributes are shown to affect the practice of SRL by the students [8, 9]. 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
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