Abstract

Introduction: Since most of the disciplines in medical universities are face-to-face education, but in some cases it is necessary to teach some disciplines or courses in absentia. For this reason, it is necessary to examine one of the important variables in learning called self-regulatory strategies in learning. And is it possible to make this change in the way of learning in this college in the master's degree?
Methods: This is a descriptive study that we used the MSLQ questionnaire. Then, after collecting data, it was analyzed in Endnote 20 software
Results: Cognitive strategies, self-efficacy and internal evaluation were significantly different in face-to-face and virtual students. The p-value is equal to 0.03-0.002-03.06, respectively, and since the upper and lower limits are positive in cognitive guidance, it is significant towards group one, which is the group of students in person.
Conclusion: Since there is a direct relationship between the use of self-regulatory strategies and academic achievement according to previous research and according to this study, the use of some self-regulatory strategies in learning has been weaker than distance learning students in order to not reduce progress. Academic, in case of changing the teaching method from face to face, in the courses of senior students, it is necessary to prepare these students for this change so that we do not face a decrease in educational productivity.