Evidence map›Paper›PMID 36827674›Full record

ArticlePharmacy (Basel, Switzerland)2023

Assessing Learner Engagement and the Impact on Academic Performance within a Virtual Learning Environment.

Suzanne Galal, Deepti Vyas, Martha Ndung'u, Guangyu Wu, Mason Webber

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Pharmacy (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
4.1field-weighted citation impact, top 6% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 10 citations in OpenAlex.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors at 2 institutions in 1 country.

Suzanne GalalThomas J. Long School of Pharmacy, University of the Pacific, Stockton, CA 95211, USA.
Deepti VyasThomas J. Long School of Pharmacy, University of the Pacific, Stockton, CA 95211, USA.ORCID 0000-0002-2412-1873
Martha Ndung'uThomas J. Long School of Pharmacy, University of the Pacific, Stockton, CA 95211, USA.
Guangyu WuFu Foundation School of Engineering and Applied Science, Columbia University, New York, NY 10027, USA.
Mason WebberThomas J. Long School of Pharmacy, University of the Pacific, Stockton, CA 95211, USA.
University of the Pacific · USColumbia University · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe objective of this pilot study was to examine student engagement with weekly self-paced learning materials in a virtual therapeutics course, and how sub-factors in the Motivated Strategies for Learning Questionnaire (MSLQ) may have influenced academic performance.

methodsStudents within a diabetes module of a therapeutics course were provided with weekly asynchronous optional self-directed learning activities. Student submissions, on-time rates, self-reported weekly study time, and exam performance were collected. Students completed the MSLQ at the completion of the study. Data was evaluated using various correlation analyses to determine the predictive ability of the MSLQ and its 5 subscales.

resultsIn total, 173 students completed the study. Students' self-efficacy score on the MSLQ subscale and case submission on-time rate have the strongest positive correlation with the exam score, while the test anxiety as reported on the MSLQ test anxiety subscale had the strongest negative correlation with the exam score.

conclusionsStudy results proved the MSLQ to be an effective predictive tool in students' self-regulation skills. Results can be used to develop intentional interventions aimed at improving self-regulation skills while providing opportunities to enhance student learning.

Indexed as

metacognitionself-efficacyself-regulated learningtest anxietytime-management

Identifiers

PMID36827674
PMCPMC9960568
OpenAlexW4320918375

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.