Abstract
Objective：To elucidate the associations between learning promotion and self-regulated learning in teaching strategies for first- and second-year university nursing program students.
Methods：An anonymous self-administered questionnaire survey was conducted with 1312 students who were in their first and second years of eight university nursing programs. Motivation, learning strategies, and metacognition were selected as the subscales for self-regulated learning, and questions about the degree of learning promoted by classes in primary and secondary forms of teaching strategies were asked.
Results：Of the 326 participants, the 312 who responded to all questions were included in the analysis. Among these, 35.6%, 62.5%, and 76.8% indicated that learning was promoted by classes in the form of lectures, exercises, and practice, respectively, And the scores for learning strategies and metacognition in those students who indicated that learning was promoted by lectures were high. In addition, among students who showed no learning promotion by lectures, some stated that learning was promoted by teachers’ and students’ questions during the lecture, buzz learning, and role playing, and the scores for motivation, learning strategy, and metacognition in those students were high.
Discussion：The lecture format did not promote learning in many students. The results suggest that students who indicated that learning was promoted by lectures were actively trying to learn using learning strategies and metacognition such as thinking while making connections to existing knowledge and self-assessing their learning progress and level of understanding. These results also suggest that the lecture format combined with secondary formats can promote self-regulated learning in students.
