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. 2015 Jan 8:6:27-34.
doi: 10.2147/AMEP.S75830. eCollection 2015.

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

Salah Eldin Kassab  1 , Ahmad I Al-Shafei  2 , Abdel Halim Salem  3 , Sameer Otoom  4
Affiliations

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

Salah Eldin Kassab et al. Adv Med Educ Pract. .

Abstract

Purpose: This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum.

Methods: Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables.

Results: Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores.

Conclusion: The results of this study will have important implications for designing blended learning courses in medical schools.

Keywords: examination scores; structural equation modeling; student course experience.

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Figures

Figure 1
Figure 1
Path analysis of the different scales of the quality of learning experience, self-regulated learning, and academic achievement in a blended learning environment. Notes: Quality of course experience was measured by the Student Course Experience Questionnaire, and self-regulated learning was measured by the Motivated Strategies for Learning Questionnaire, composed of motivation beliefs, cognitive/metacognitive strategies, and resource management strategies. Numbers on the arrows represent the estimates of standardized regression weights between the independent and dependent study variables. The error terms (e) inside the small circles reflect the unexplained variance and measurement errors. Interactions between academic achievement and both effort regulation, and time and study environment were statistically significant, at P<0.05. The rest of interactions were statistically significant, at P<0.01 or P<0.001.
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