Self-regulated learning (SRL) is useful for understanding self-directed learning practices. However, SRL behaviours - despite being deemed highly context-dependent - remain mostly unexplored for healthcare workers in low-income countries. This study details how SRL strategies vary and impact on healthcare providers' learning gains when using digital learning platforms. We apply Latent Profile Analysis (LPA) to questionnaire responses from a sample of 264 healthcare providers, arguably the first time LPA has been applied for the context in this subject-domain. We identified four SRL profiles: High, Above-Average with Low Help-Seeking, Average, and Low SRL profiles with significant differences in SRL strategies between the four profiles confirmed by Kruskal-Wallis test and logistic regression. Healthcare providers with more specialised clinical training were most likely to be in the Low SRL profile, but compared to the other profiles, maximised possible learning gains in the fewest learning iterations. From our findings, SRL may not adequately represent the nature of the interaction between these learners and contextual characteristics. Exploring the important role of various external learning regulation behaviours that influence healthcare providers SRL might help address this shortcoming. These findings provide insights into the learner factors to consider when implementing technology-mediated learning in these resource-contexts. They also offer plausible future research directions into how to maximise healthcare providers’ learning gains on digital platforms that is informed by how learners in low-income contexts regulate their self-directed learning.

自我调节学习（SRL）对于理解自我指导的学习实践很有用。然而，尽管对于低收入国家的医护人员来说，尽管SRL行为尽管被高度依赖于上下文，但仍几乎没有被探索。这项研究详细说明了使用数字学习平台时，SRL策略如何变化以及对医疗保健提供者的学习收益产生影响。我们将潜在特征分析（LPA）应用于来自264位医疗保健提供者的样本的问卷调查回答，可以说，这是第一次将LPA首次应用于此主题域中的情境。我们确定了四个SRL配置文件：高，高于平均水平，寻求帮助低，平均和低通过Kruskal-Wallis检验和逻辑回归确认的四个配置文件之间，在SRL策略方面存在显着差异的SRL配置文件。经过更专业的临床培训的医疗保健提供者最有可能处于低SRL配置文件，但与其他配置文件相比，可以在最少的学习迭代中获得最大的学习收益。根据我们的发现，SRL可能不足以代表这些学习者与上下文特征之间的交互性质。探索各种影响医疗保健提供者SRL的外部学习法规行为的重要作用可能有助于解决这一缺陷。这些发现提供了对在这些资源环境中实施技术介导的学习时要考虑的学习者因素的见解。他们还为如何在数字平台上最大程度地提高医疗保健提供者的学习收益提供了可能的未来研究方向，这取决于低收入环境中的学习者如何调节他们的自主学习。