Biomedical students' satisfaction with and engagement in laboratory e-learning support are related to their self-regulation.

Autor: Moelans CB; Department of Pathology, University Medical Center Utrecht, Utrecht, The Netherlands., Geerling JJ; Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, The Netherlands., Radersma RD; Department of Pathology, University Medical Center Utrecht, Utrecht, The Netherlands., Moons MJ; Department of Pathology, University Medical Center Utrecht, Utrecht, The Netherlands., van Diest PJ; Department of Pathology, University Medical Center Utrecht, Utrecht, The Netherlands., van der Schaaf MF; Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, The Netherlands.
Jazyk: angličtina
Zdroj: Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology [Biochem Mol Biol Educ] 2024 May-Jun; Vol. 52 (3), pp. 262-275. Date of Electronic Publication: 2024 Jan 25.
DOI: 10.1002/bmb.21810
Abstrakt: Laboratory e-learning support tools can assist students' learning while preparing for laboratory classes. To successfully work in such virtual experimental environments (VEEs) outside class, students require self-regulated learning (SRL) skills. A deeper understanding of the continuous reciprocal interactions between SRL, satisfaction, and online engagement is needed to develop more effective online learning experiences. This study therefore aimed to explore the interconnection between students' satisfaction with, effort/importance and engagement in an exemplary VEE, and to relate this to their perceived SRL and learning outcomes. Based on surveys in 79 university students, SRL was related to VEE engagement, effort/importance, and satisfaction. VEE engagement and satisfaction were not related to learning outcomes, while SRL and effort were. Students with different SRL also tended to interact differently with the VEE and experienced differing degrees of procedural and feedback support by the e-environment. We conclude that, for optimal learning experience and outcomes, students' effort regulation and SRL need to be supported while interacting with the VEE, preferably by interventions that integrate personalized and adaptive features. This study has implications for designing and optimizing VEEs and indicates that future research should focus on VEEs taking students' SRL and effort regulation into account to support individual learners effectively.
(© 2024 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals LLC on behalf of International Union of Biochemistry and Molecular Biology.)
Databáze: MEDLINE
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