Medical students’ self-regulation of learning in a blended learning environment: a systematic scoping review

Figures & data

Figure 1. PRISMA flow diagram illustrating the different phases of the study selection process and mapping out the number of records identified based on the inclusion and exclusion criteria.

Table 1. Concepts identified from the literature that relate to medical students’ self-regulation of learning in a blended learning environment

Concepts	Links to SRL	Core points
Scaffolding ofinstructional guidance may supportSelf-Regulated Learning	Evaluation: Self-reflection. Learning to SRL	Students need more instruction in SRL and in how to monitor their learning. Insufficient direction can disadvantage students. Students who Self-identified as high achievers used monitoring strategies and proactive seeking of support more than others.
Self-Regulated Learningenhances academic performance	Monitoring and control:metacognition	There was a positive correlation between: prior knowledge and learning performance, self-efficacy and goal orientation. Self-regulation was also positively associated with learning performance.
Self-Regulated Learning improves study habits through resource selection	Behaviour: planning	There was an association between self-regulation of learning and the ability to identify relevant external resources. Self-reflection allowed students to plan what online resources they need to successfully learn and set goals for their learning.
The Cognitive apprenticeship approach supports SRL	Learning environment/context: Thinking process (cognition)	The majority of these studies discussed how a supportive environment encourages apprenticeship through strategy effective modelling. Integrating self-identity and self-regulatory behaviour through feedback, thus strengthening their skills.
BlendedLearningdrives student motivation and autonomy	Motivation: feeling and affect	Multiple studies compared two different environments, a blended classroom and a traditional one, exploring the association between autonomy and motivation. Blended classrooms prepared students more for independent and lifetime learning as it also led to an increase in engagement and motivation in comparison to didactic teaching.