Self-Regulated Online Learning Profiles of Medical Students amidst Curriculum Adaptation during COVID-19 Pandemic

Abstract

Student-centered learning (SCL) is an approach in which the learning process depends significantly on the student. Hence, self-regulated learning (SRL) plays a crucial role in optimising SCL. SRL is defined as active participation in terms of metacognition, motivation, and behaviour during learning. The COVID-19 pandemic greatly impacted education, including medical education, which must adapt by implementing online and blended learning curricula. Thus, there is increasing urgency for both SCL and SRL. This cross-sectional study was performed with medical students at the Faculty of Medicine, Universitas Indonesia, using the Online Self-regulated Learning Questionnaire (OSLQ) to determine the validity and reliability of the OSLQ in the setting of Indonesian medical students and measure their online SRL profiles. We conducted cross-cultural validation, followed by exploratory factor analysis (EFA), quantitative analysis, and qualitative analysis to assess students’ SRL and the challenges of online learning environments. A total of 519 participants completed the questionnaire. The EFA confirmed the validity of the questionnaire, which comprised 23 items and five subscales, in the current population (Cronbach alpha = 0.86). Online SRL scores ranged between 65%–77%, with statistically significant differences in all subscales across six different academic years. Preclinical students had a higher level of online SRL compared to clinical students. This study supports the validity and reliability of using OSLQ in the context of Indonesian medical students. Student SRL is a dynamic process that evolves with changing learning contexts. Student support in online learning environments is essential for enhancing student SRL.