Developing a Conceptual Model of Self-Directed Learning in Virtual Environments for Medical Sciences Students

Zohrehsadat  Mirmoghtadaie; Mohsen Keshavarz; Noushin Kohan; Soleiman Ahmady

doi:10.19173/irrodl.v24i2.7024

Authors

Zohrehsadat Mirmoghtadaie Department of e-learning, Virtual School of Medical Education and Management
Mohsen Keshavarz Department of E-Learning in Medical Sciences, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences
Noushin Kohan Department of Medical Education, Smart University of Medical Sciences
Soleiman Ahmady School of Management and Medical Education, Shahid Beheshti University of Medical Sciences

DOI:

https://doi.org/10.19173/irrodl.v24i2.7024

Keywords:

self-directed learning, virtual learning environment, medical student, student

Abstract

Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students’ effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.

Author Biographies

Zohrehsadat Mirmoghtadaie, Department of e-learning, Virtual School of Medical Education and Management

Dr. Zohrehsadat Mirmoghtadaie is an assistant professor of e-learning in medical education at Shahid Beheshti University of Medical Sciences. She gained her Ph.D. in medical education. Her academic interest areas are open and blended Learning, medical education futures, e-learning, and content production in medical education. She is the head of the e-learning department and has ample experience in content production.

Mohsen Keshavarz, Department of E-Learning in Medical Sciences, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences

Dr. Mohsen Keshavarz has a Ph.D. in virtual education planning. He is a faculty member of Torbat Heydariyeh University of Medical Sciences now. His research interests include online and virtual learning, blended learning, telemedicine, new educational technologies, e-health, and multiple literacies in online environments. He has published several articles on virtual education in international Journals such as IRRODL. He is an energetic advocate of distance learning in his home country of Iran, having translated Tony Bates’s book Teaching in a Digital Age to Persian and several other projects, some with international collaborators. He has recently been introduced by Leaders & Legends of Online Learning as an international figure in online learning.

Noushin Kohan, Department of Medical Education, Smart University of Medical Sciences

Dr. Noushin Kohan is an assistant professor of the Department of Medical Education at Smart University of Medical Sciences. Dr. Kohan gained her Ph.D. in medical education. Her academic interest areas are open and distance learning, e-learning, and leadership and management in medical education. She has many articles published in international indexes.

Soleiman Ahmady, School of Management and Medical Education, Shahid Beheshti University of Medical Sciences

Dr. Soleiman Ahmady is a professor of Medical Education at Shahid Beheshti University of Medical Sciences. He has many articles on medical education and virtual education.

References

Allen, I. E. & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. ERIC. http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

Antonietti, C., Schmitz, M.-L., Consoli, T., Cattaneo, A., Gonon, P., & Petko, D. (2023). Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities. Computers & Education, 192, 1-14. https://doi.org/10.1016/j.compedu.2022.104648

Bagheri-Nesami, M., Ahmady, S., & Kohan, N. (2021). Relationship between information and communications technology engagement with online self-regulated learning in nursing students of Mazandaran University of medical sciences. Journal of Nursing and Midwifery Sciences, 8, 253-259. DOI: 10.4103/jnms.jnms_27_21

Brathwaite, A. C. (2003). Selection of a conceptual model/framework for guiding research interventions. Internet Journal of Advanced Nursing Practice, 6, 1-10. https://ispub.com/IJANP/6/1/8576

Brockett, R.G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research and practice (1st ed.). Routledge. https://doi.org/10.4324/9780429457319

Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. Jossey-Bass. https://doi.org/10.1177/074171369204200307

Connolly, S. & Wicks, K. (2023). Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism. Compass: Journal of Learning and Teaching, 16, 71-92. https://pubmed.ncbi.nlm.nih.gov/30304614/

Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., Erwin, P. J., & Hamstra, S. J. (2011). Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. Jama, 306, 978-988. https://doi.org/10.1001/jama.2011.1234

Cummings, C., Mason, D., Shelton, K., & Baur, K. (2017). Active learning strategies for online and blended learning environments. Flipped Instruction: Breakthroughs in Research and Practice. IGI Global. DOI: 10.4018/978-1-5225-1803-7.ch006

Education, A. C. F. G. M. (2013). ACGME common program requirements. Accreditation Council for Graduate Medical Education, 10-22. https://medicine.umich.edu/sites/default/files/content/downloads/CPRs2013.pd f

Ellaway, R. & Masters, K. (2008). AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Medical Teacher, 30, 455-473. https://doi.org/10.1080/01421590802108331

Elshami, W., Taha, M. H., Abdalla, M. E., Abuzaid, M., Saravanan, C., & Al kawas, S. (2022). Factors that affect student engagement in online learning in health professions education. Nurse Education Today, 110, 105261. https://doi.org/10.1016/j.nedt.2021.105261

Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18-33. https://doi.org/10.1177/074171369704800103

Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Routledge. https://doi.org/10.4324/9780203838761

Goh, P.-S. & Sandars, J. (2020). A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish, 9, 49. https://doi.org/10.15694/mep.2020.000049.1

Goldberg, E. R. & Lannoye-Hall, C. (2023). Adapting learning materials for the digital age: Teacher education during emergency remote learning. Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age (pp. 176–202). IGI Global. DOI: 10.4018/978-1-6684-8407-4.ch009

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38, 1064-1069. DOI: 10.3109/0142159X.2016.1173661

Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41, 125-149. https://doi.org/10.1177/0001848191041003001

Kara, M. (2022). Revisiting online learner engagement: Exploring the role of learner characteristics in an emergency period. Journal of Research on Technology in Education, 54, S236-S252. doi: 10.1080/15391523.2021.1891997

Keshavarz, M., Mirmoghtadaie, Z., and Nayyeri,S. (2022). Design and validation of the virtual classroom management questionnaire.The International Review of Research in Open and Distributed Learning, 23(2), 121–135. https://doi.org/10.19173/irrodl.v23i2.5774

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Follett Publishing Company.

Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Prentice Hall/Cambridge.

Kohan, N., Janatolmakan, M., Rezaei, M., & Khatony, A. (2021). Relationship between learning styles and academic performance among virtual nursing students: A cross-sectional study. Education Research International, 2021, 1-6. doi: 10.1155/2021/8543052

Liyanagunawardena, T. R. & Williams, S. A. (2014). Massive open online courses on health and medicine. Journal of Medical Internet Research,16(8), e197. http://doi:10.2196/jmir.3439

Mirmoghtadaie, Z., Keshavarz, M., Mohammadimehr , M., & Rasouli, D. (2023). The design and psychometric properties of a peer observation tool for use in LMS-Based classrooms in medical sciences. The International Review of Research in Open and Distributed Learning, 24(1), 66-84. https://doi.org/10.19173/irrodl.v24i1.6689

Pilling-Cormick, J. (2002). Transformative and self‐directed learning in practice. New Directions for Adult and Continuing Education, 1997(74), 69-77. https://doi.org/10.1002/ace.7408

Rashid, T. & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612. https://doi.org/10.1016/j.chb.2016.05.084

Shokar, G. S., Shokar, N. K., Romero, C. M., & Bulik, R. J. (2002). Self-directed learning: looking at outcomes with medical students. Family Medicine-Kansas City, 34, 197-200. https://www.stfm.org/familymedicine/vol34issue3/Shokar197

Song, D. & Bonk, C. J. (2016). Motivational factors in self-directed informal learning from online learning resources. Cogent Education, 3(1), 1-11. https://doi.org/10.1080/2331186X.2016.1205838

Song, L. & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6, 27-42. https://www.researchgate.net/publication/250699716

Uys, W. (2021). An integrative review of fourteen self-directed learning models. Journal for New Generation Sciences, 19(2), 48-66. doi: https://journals.co.za/doi/pdf/10.10520/ejc-newgen-v19-n2-a4