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. 2024 Dec 23;24(1):1519.
doi: 10.1186/s12909-024-06476-x.

Beyond autonomy: unpacking self-regulated and self-directed learning through the lens of learner agency- a scoping review

Nidhi Gupta  1   2 , Kamran Ali  3 , Dan Jiang  4 , Trine Fink  5 , Xiangyun Du  5
Affiliations

Beyond autonomy: unpacking self-regulated and self-directed learning through the lens of learner agency- a scoping review

Nidhi Gupta et al. BMC Med Educ. .

Abstract

Background: Learner agency involves students actively engaging in their learning process and shaping their educational experiences through autonomy, self-regulation, and decision-making. In professional education, particularly within health professions, learner agency is critical for fostering adaptability and lifelong learning. This scoping review explores how learner agency, alongside concepts such as self-regulated learning and self-directed learning, is addressed in undergraduate dental education, aiming to understand its implications and strategies for enhancing student agency in this context.

Methods: The scoping review examined literature on self-regulated learning, self-directed learning and learner agency in undergraduate dental education from 1994-April 2024 across five databases: PubMed, Scopus, Embase, ProQuest Central, and Web of Science. A manual search of the cited references was also conducted. Relevant studies were screened, and the findings were summarized to offer a comprehensive overview and identify research gaps.

Results: In total, 33 studies were included in the review. The results revealed a strong interconnection between intrapersonal, behavioral, and contextual dimensions in shaping learner agency through self-regulated learning and self-directed learning among undergraduate dental students. The studies analyzed, predominantly quantitative, highlighted the multifaceted relationships among self-regulated learning and self-directed learning and learner agency, emphasizing its significance for educational practice and policy.

Conclusions: Self-regulated learning and self-directed learning are crucial for developing learner agency, aiding undergraduate students' transition into independent professionals and fostering lifelong learning behaviors. Educational strategies should prioritize empowering students to become independent learners, reducing their reliance on faculty. Further research is needed to identify effective methods for promoting learner agency development among dental students.

Keywords: Learner agency; Pre-doctoral dental education; Self-directed learning; Self-regulated learning; Undergraduate dental education.

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Conflict of interest statement

Declarations. Ethics approval and consent to participate: Not applicable, as it is a scoping review, and no new data were generated in the study. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
A framework for describing the dimensions of learner agency (derived from Bandura, 2006, 2008 [3, 11]; Du et al., 2022 [10]; Jääskelä et al., 2017 [2]; Mercer, 2011, 2012 [1, 7]; Jiang et al., 2023 [12]
Fig. 2
Fig. 2
PRISMA Flowchart of Search Results
Fig. 3
Fig. 3
Year of publication of studies included in the review from 1994 to 2024
See this image and copyright information in PMC

References

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    1. Ali K, Du X, Lundberg A. Does problem-based learning facilitate enactment of learner agency in undergraduate dental curricula? AQ study. Eur J Dent Educ. 2023;27:823–32. 10.1111/eje.12872. - PubMed

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