Figure 4.

The cycle of self-regulated learning adapted from Zimmerman [21]. The student's were active in constructing their own meanings and goals from various influences (clinical rotations and earlier experience of electrocardiogram [ECG] examinations). The individuals were capable of monitoring and controlling various aspects of learning (from fellow students, teachers, and the Web-based ECG). Individuals set goals for their learning, and monitored the learning process towards these goals (clinical rotations, testing knowledge from old course examinations).