Exploring learning analytics and motivated strategies for learning questionnaire (MSLQ) to understand pharmacy students’ learning profiles, motivation and strategies post-COVID
DOI:
https://doi.org/10.46542/pe.2023.231.656664Keywords:
Learning analytics, Learning strategy, Motivation, MSLQ, ProfileAbstract
Background: First-year pharmacy students experienced on-site education after three years of studying online in isolation.
Objectives: This study aimed to analyse newly enrolled first-year pharmacy students’ learning profiles using learning analytics from YouTube, and further understand their motivation and learning strategy during the transition period.
Method: Learning Analytics (LA) were retrieved from YouTube analytics on instructor-generated videos. Students’ motivation and learning strategies were acquired using the Motivated Strategies for Learning Questionnaire (MSLQ) with a seven-point Likert score distributed online using Google Forms. Data were analysed using SPSS, and interview sessions were conducted with some of the students.
Results: The LA showed most students referred to the instructor-generated video during study week. Students avoided the tutorial video with a view ratio lower than 1.0. This result correlated with the lower metacognitive mean compared to the cognitive level in the MSLQ analysis. Dependant on extrinsic components has increased their anxiety level. The peer learning scored higher than the help-seeking and was confirmed through interviews.
Conclusion: This study offers insights into students learning motivation and strategies. Well-designed instructional learning activities may help in improving their problem-solving skills to boost their motivation. The teacher-student relationship may need more effort to build.
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