Self-Directed Learning and Collaboration: A Comparison Between In-Person and Virtual Settings

• In Event: Loss or Gain? Evaluating the Impact of the COVID-19 Pandemic Across the Medical Education Continuum

Abstract

Purpose
Both self-directed learning and collaborative teamwork are important skills for medical professionals. While self-directed learning requires individuals to identify their own learning goals and use strategies to address these goals, collaboration entails affective aspects of learning to achieve learning outcomes through teamwork. This study examined how the change from in-person to online small group learning impacted students’ self-directed learning and collaboration. This study was determined to be exempt from IRB.

Perspectives
Self-directed learning is a combination of student learning preference, ownership, and personal responsibility. Students who demonstrate self-directed learning develop the ability to identify goals, maintain efforts, manage activities and resources, evaluate their limitations, and perform better (Brockett & Hiemstra, 1991). Conversely, collaborative learning is a powerful approach in which individuals work together to build knowledge and achieve shared goals. Adopting a collaborative approach enables individuals to develop higher-order thinking skills that have a greater impact on learning outcomes (Frykedal & Chiriac, 2018). Case-based learning (CBL) and team-based learning (TBL) are widely used in medical education to promote both competencies. During the pandemic, it is unclear how these learning approaches evolved and whether small online groups provided comparable opportunities given limited facial cues and physical visualization.

Methods
We used a mixed-methods sequential design, first collecting and analyzing quantitative data through a survey followed by focus group interviews (Creswell, 2005). Retrospective peer evaluation data from two courses, one before and the other after the pandemic, were used. 101 students in Class 2023 completed peer evaluations and the nonparametric Wilcoxson t-test was chosen to compare differences in the two setting.
Based on the quantitative results, a semi-structured interview protocol was designed. Six groups with 27 students were recruited (11 man and 16 women). Focus groups were recorded, and the transcriptions were analyzed using a thematic inductive coding method.

Results
The quantitative results showed significant differences with one question about self-directed learning and two collaboration questions between two settings. Students’ responses in the virtual setting were significantly lower than those of students who had in-person CBL/TBL. Focus group results indicated that online learning offered students much autonomy and personal control over their learning while group connections and communications became limited. The participants showed similar or ever stronger personal accountability toward their learning processes and outcomes in the virtual setting. They were adaptable and took ownership of their learning. However, students reported significant decreases in collaboration due to the limitation of virtual communications, the focus on efficiency, and the lack of personal connections with peers. Moreover, the online learning setting hindered opportunities to develop learning communities, which require shared emotional connections to maximize learning experiences. Students lost not only personal connections with their group members but also academic learning opportunities from other groups and connections with the community.

Significance
This study provides insights to inform future teaching and learning in undergraduate medical education. Medical schools and educators need to be cautious about adapting educational modalities to the virtual environment, as some of the benefits of collaboration and learning communities could fail to materialize.

Authors

• Xiaomei Song, Case Western Reserve University
  Presenting Author

• Michael David Elftman, Central Michigan University
  Non-Presenting Author