| ORIGINAL ARTICLE |
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| Year : 2022 | Volume
: 9
| Issue : 3 | Page : 219-223 |
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The association between online self-regulated learning and E-learning acceptance among medical sciences students during the COVID-19 pandemic
Mahsa Kamali1
 , Masoumeh Bagheri-Nesami2
1 Pediatric Infectious Diseases Research Center, Communicable Diseases Institute, Mazandaran University of Medical Sciences, Sari, Iran
2 Traditional and Complementary Medicine Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Sari, Iran; World Federation of Acupuncture-Moxibustion Societies (WFAS), Beijing, China
Correspondence Address:
Dr. Masoumeh Bagheri-Nesami
Traditional and Complementary Medicine Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Sari
 Source of Support: None, Conflict of Interest: None  | 2 |
DOI: 10.4103/jnms.jnms_97_22
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Context: Self-regulated learning is a process by which learners choose goals for themselves and then try to regulate, control and manage their cognition, motivation, and behavior. The COVID-19 pandemic faced students to numerous educational challenges. Rapid transition of the traditional classroom to the virtual environment affected E-learning acceptance of the students in the age of the COVID-19 pandemic.
Aim: The present study aimed to determine the relationship between online self-regulated learning and E-learning acceptance among Mazandaran University of medical sciences during the COVID-19 pandemic.
Settings and Design: This descriptive-analytical study was conducted on 234 Mazandaran University of medical sciences students.
Materials and Methods: The nonprobability quota sampling method was used for data collection. Inclusion criterion was experience E-learning at least one semester in the age of COVID-19 pandemic. Internship medical sciences students were excluded. The online questionnaire consisted of three parts: Sociodemographic questionnaire, online self-regulated learning and E-learning acceptance.
Statistical Analysis Used: Descriptive statistics, one-way ANOVA, Pearson test, and univariate and multivariate linear regression model were utilized.
Results: According to the univariate linear regression model, E-learning acceptance explored 19.8% variance of the online self-regulated learning. The multivariate linear regression showed age, gender, marital status, medical students, another job and E-learning acceptance explored 47.1% variance of the online self-regulated learning.
Conclusion: The results showed that E-learning acceptance was correlated with online self-regulated learning. The faculty members and university managers can use strategies to enhance the E-learning acceptance to improve online self-regulated learning and facilitate barriers in the age of mandatory online learning.
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