Exploring the relation between cognitive presence, self-regulated learning, and learning transfer: Insights from medical sonography postgraduates
TL;DR
An initial understanding of student perspectives on cognitive presence, self-regulated learning, and learning transfer in online environments is offered, suggesting that students perceived stronger development in cognitive presence and learning transfer skills compared to self-regulated learning.
Abstract
With the growing prevalence of online, flexible-delivery higher education programs, supporting students in developing higher-order thinking and the ability to apply theoretical knowledge in practical work situations poses a significant challenge for educators in health disciplines. This exploratory study aims to address the gap in empirical research on how higher-order thinking skills—cognitive presence, self-regulated learning, and learning transfer—interact to influence student learning in online environments. To investigate this, three survey instruments—measuring cognitive presence, self-regulated learning, and learning transfer—were combined into a single online survey questionnaire to evaluate their relationship. Participants are students from multiple courses in a medical sonography postgraduate program, with an online delivery. Their perspectives of their online learning environment are evaluated through quantitative and qualitative data. Responses from 89 out of 262 students (34% response rate) were analyzed using descriptive and inferential statistics and qualitative deductive analysis. Results suggest that students perceived stronger development in cognitive presence and learning transfer skills compared to self-regulated learning. Students perceived real-life case studies and presentations as the most relevant summative assessments for applying knowledge in the workplace. Qualitative data identified four themes related to the development of higher-order thinking skills that support learning transfer. Results show a statistically significant correlation between cognitive presence, self-regulated learning, and learning transfer. No significant differences were found across demographic groups in relation to the study variables, except for training hours per week. The key contribution of this study lies in offering an initial understanding of student perspectives on cognitive presence, self-regulated learning, and learning transfer in online environments. The limitations of this study point to areas requiring further research.