The association between online self-regulated learning and E-learning acceptance among medical sciences students during the COVID-19 pandemic

authors:

avatar Mahsa Kamali ORCID 1 , avatar Masoumeh Bagheri-Nesami ORCID 2 , 3 , *

Pediatric Infectious Diseases Research Center, Communicable Diseases Institute, Mazandaran University of Medical Sciences
Traditional and Complementary Medicine Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Sari, Iran
World Federation of Acupuncture-Moxibustion Societies (WFAS), Beijing, China
Journal of Nursing and Midwifery Sciences: Vol.9, issue 3; 219-223
published online: September 05, 2022
article type: Research Article
received: June 19, 2022
revised: July 02, 2022
accepted: July 06, 2022
DOI: https://doi.org/10.4103/jnms.jnms_97_22

how to cite: Kamali M, Bagheri-Nesami M. The association between online self-regulated learning and E-learning acceptance among medical sciences students during the COVID-19 pandemic. J Nurs Midwifery Sci. 2022;9(3):e133520. https://doi.org/10.4103/jnms.jnms_97_22.

Abstract

Context: Self‑regulated learning is a process by which learners choose goals for themselves and then try to regulate, control and manage their cognition, motivation, and behavior. The COVID‑19 pandemic faced students to numerous educational challenges. Rapid transition of the traditional classroom to the virtual environment affected E‑learning acceptance of the students in the age of the COVID‑19 pandemic.
Aim: The present study aimed to determine the relationship between online self‑regulated learning and E‑learning acceptance among Mazandaran University of medical sciences during the COVID‑19 pandemic.
Settings and Design: This descriptive‑analytical study was conducted on 234 Mazandaran University of medical sciences students.
Materials and Methods: The nonprobability quota sampling method was used for data collection. Inclusion criterion was experience E‑learning at least one semester in the age of COVID‑19 pandemic. Internship medical sciences students were excluded. The online questionnaire consisted of three parts: Sociodemographic questionnaire, online self‑regulated learning and E‑learning acceptance.
Statistical Analysis Used: Descriptive statistics, one‑way ANOVA, Pearson test, and univariate and multivariate linear regression model were utilized.
Results: According to the univariate linear regression model, E‑learning acceptance explored 19.8% variance of the online self‑regulated learning. The multivariate linear regression showed age, gender, marital status, medical students, another job and E‑learning acceptance explored 47.1% variance of the online self‑regulated learning.
Conclusion: The results showed that E‑learning acceptance was correlated with online self‑regulated learning. The faculty members and university managers can use strategies to enhance the E‑learning acceptance to improve online self‑regulated learning and facilitate barriers in the age of mandatory online learning.