Relationships between medical students conceptions of learning and their self-regulated learning in a blended learning environment


Salah Kassab
Ahmad Al-Shafei
Lulwa Al-Mannai
Maryam Jadeed
Maysa F. Al Mulla
Omar Mohyieldin
& Sameer Otoom


Teaching and learning: the teachers toolkits and context for learning


Student related issues


Arabian Gulf University


   While previous studies support the usefulness of blended learning as an approach, blended learning research in medical schools has been lacking. Specifically, examining self-regulated learning of medical students studying in a blended learning environment is an area of education research that requires exploration. Previous studies indicated that students adopt different learning approaches depending on their conceptions of learning. However, the relationship between students’ conceptions of students about learning, their self regulated learning (SRL) and learning outcomes is unclear. 

  •  Students’  conceptions that learning is constructive strongly predicted SRL strategies such as intrinsic goal orientation, critical thinking, elaboration and metacognition regulation.
  • Conceptions that learning is a passive intake of knowledge negatively predicted critical thinking and intrinsic goal orientation.
  • Conceptions that learning is collaborative predicted peer learning and help seeking strategies.
  • No clear relationships existed between conceptions of learning, SRL and examination scores. In addition, conceptions of learning and SRL were not significantly different across the three academic levels.


Take-home Messages

Medical students conceptions of learning showed clear relationships to their self regulated learning strategies in a blended learning environment. Instructional methods to modify students' conceptions of learning to instill self regulated learning need to be considered.

Summary of Work

Study design: A cross sectional survey using self-administered questionnaires.

Population sample: Medical students at the Royal College of Surgeons in Ireland - Medical University of Bahrain (n =  193).

two types of questionnaires filled by students:
 1) Conceptions of learning questionnaire, using Vermunt's Learning Style Questionnaire, 1994.
  2) Motivated Strategies for Learning Questionnaire (MSLQ) for measuring self regulated learning, Pintrich, 1991.

 Statistical analysis: Hierarchical linear regression
- Independent Variables: Different scales of LSQ for students' conceptions of learning
- Dependent variables: Different scales of MSLQ for self regulated learning

Summary of Results
  • Pintrich, PR. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 4: 385-407, 2004.
  • Pintrich PR, Smith DA, García T, & McKeachie W J. A manual for the use of theMotivated Strategies for LearningQuestionnaire (MSLQ). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning, 1991.
  • Vermunt JD & Vermetten YJ. Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning Orientations. Educational Psychology Review,16,4: 359-384, 2004.
  • Lycke KH, Grottum P, Stromso HI. Student learning strategies, mental models and learning outcomes in problem-based and traditional curricula in medicine. Medical Teacher, 28, 8: 717–722, 2006.

Take-home Messages
Summary of Work

Summary of Results

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