OBJECTIVE: With the shelter-in-place orders implemented during the COVID-19 pandemic, learning experiences abruptly changed from on campus to wholly online. This qualitative study explores the perceptions and attitudes of students as they adapted their study space, study time, and approach to learning. METHODS: One hundred five students enrolled in a doctor of chiropractic program were invited to participate in a survey to understand how shelter-in-place orders during the COVID-19 pandemic influenced their approach to learning. Fifty-two of 105 (49.5%) students completed the survey. The survey asked students to select their primary study strategy from a list of options and then prompted students to explain how the COVID-19 pandemic influenced their study space, use of technology, study time, and metacognitive cycle of planning, monitoring, and evaluating their approach to learning. A Thematic analysis of the participants' responses was performed. RESULTS: Nearly all study participants described a challenge in adapting their study space, study time, or approach to learning. Respondents reported that the use of technology did not change because assessments and resources were electronic before the pandemic. Respondents who selected high-impact study strategies such as self-quizzing or who demonstrated evidence of well-developed metacognition described a positive approach to learning more frequently than did respondents who selected low-impact study strategies such as repeated reading or who did not show evidence of metacognitive development. CONCLUSION: This study presents student perceptions related to promoting and developing self-regulated learning skills. Educators can use this information to understand the adaptations to changes in learning experiences that may promote successful learning.
OBJECTIVE: With the shelter-in-place orders implemented during the COVID-19 pandemic, learning experiences abruptly changed from on campus to wholly online. This qualitative study explores the perceptions and attitudes of students as they adapted their study space, study time, and approach to learning. METHODS: One hundred five students enrolled in a doctor of chiropractic program were invited to participate in a survey to understand how shelter-in-place orders during the COVID-19 pandemic influenced their approach to learning. Fifty-two of 105 (49.5%) students completed the survey. The survey asked students to select their primary study strategy from a list of options and then prompted students to explain how the COVID-19 pandemic influenced their study space, use of technology, study time, and metacognitive cycle of planning, monitoring, and evaluating their approach to learning. A Thematic analysis of the participants' responses was performed. RESULTS: Nearly all study participants described a challenge in adapting their study space, study time, or approach to learning. Respondents reported that the use of technology did not change because assessments and resources were electronic before the pandemic. Respondents who selected high-impact study strategies such as self-quizzing or who demonstrated evidence of well-developed metacognition described a positive approach to learning more frequently than did respondents who selected low-impact study strategies such as repeated reading or who did not show evidence of metacognitive development. CONCLUSION: This study presents student perceptions related to promoting and developing self-regulated learning skills. Educators can use this information to understand the adaptations to changes in learning experiences that may promote successful learning.
Authors: Susan C Van Schalkwyk; Janet Hafler; Timothy F Brewer; Moira A Maley; Carmi Margolis; Lakshini McNamee; Ilse Meyer; Michael J Peluso; Ana Ms Schmutz; Judy M Spak; David Davies Journal: Med Educ Date: 2019-02-14 Impact factor: 6.251