The Impact of Blended Learning on Self-Directed Learning Components in Graduate Students of Medical Education at Shiraz University of Medical Sciences
Abstract
Introduction: One of the most important goals in any educational system is self-directed learning promotion and the development of its components. Nowadays, owing to the growing rate of technology advancements and the availability of free online courses, self-directed learning skills have been increasingly taken into consideration. In this study, the effect of one-semester training using a blended learning method based on LMS (learning management system) on self-directed components was evaluated in undergraduate medical education students at Shiraz University of Medical Sciences.
Method: In this cross-sectional descriptive study, the participants were all graduate students of medical education. We used Fisher, King, and Tague’s questionnaire. At first, the questionnaires were completed by the students before attending the workshop which was held at the beginning of the semester as the pre-test. after holding the blended learning method classes at the end of the semester, we performed the post-test.
Findings: SPSS version 22 software was used in this study to analyze the data through using mean, standard deviation, abundance, frequency, and paired T-test. Based on the data analysis using SPSS 22, the mean of self-directed score before the intervention was 160.03 which increased to 175.80 after the intervention.
Conclusion: According to the results, blended learning increased the self-directed components used by students, including self-management, self-control, and willingness to learn. Self-directed components did not have a specific relationship with the demographic data of the individuals, including age, gender, level of education and membership of the faculty, or work experience.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i5.6835
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