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Effectiveness of adaptive self-regulated learning in online learning courses for undergraduate nursing students - A
Engle Angela Chan1, Yim Wah Mak1, Patrick Kor1
1School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, HKSAR, China.
Background:
Self-regulated learning (SRL) and life-long learning motivation have increasingly been introduced in tertiary education in recent years. Few relevant mixedmethods studies have been conducted on nursing students, particularly in the Chinese education context.
Aim:
To examine the effectiveness of adaptive strategies on improving nursing students' motivation and self-regulated learning.
Design:
A quantitative component with a qualitative supplementary aspect was adopted in a convergent parallel mixed-methods design.
Setting:
A tertiary institution in Hong Kong Participants: 136 nursing students for the pre- and post-quantitative study and 32 students for the qualitative study.
Methods:
Nursing students completed an online self-administered questionnaire before and after completing a self-regulated learning intervention in 2021. These nursing students were then invited to join focus group interviews.
Results:
There were significant improvements in students' adopted strategies to motivate learning (MSLQ), such as in Intrinsic value, [(p < 0.05)], Self-efficacy [(p < 0.001)], Cognitive strategy [(p < 0.001)], and Self-regulation (p < 0.001). Students' Meta-cognition was also significantly improved (p < 0.001) after the intervention. Qualitatively, while common aspects were identified, first-year students were learning and becoming more aware of self-regulation, experiencing a perceived increase in their self-regulated abilities to adopt strategies in pursuing higher academic achievements. The final-year students also acknowledged and emphasized selfinitiation and motivation were fundamental to their perceived self-efficacy in the adoption of self-regulated strategies.
Conclusion:
Fostering SRL strategies in tertiary nursing education can be effective when students are orientated with the SRL approaches and guided by well-informed strategies to engage them in learning. Chinese nursing students in this study demonstrate their SRL learning strategies through setting self-regulated goals in the learning process and learning as autonomous learners.
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