Determining Factors Affecting the Acceptance of Medical Education eLearning Platforms during the COVID-19 Pandemic in the Philippines: UTAUT2 Approach

Prasetyo, Yogi Tri; Roque, Ralph Andre C.; Chuenyindee, Thanatorn; Young, Michael Nayat; Diaz, John Francis; Persada, Satria Fadil; Miraja, Bobby Ardiansyah; Redi, Anak Agung Ngurah Perwira

doi:10.3390/healthcare9070780

Cited by 30 publications

(37 citation statements)

References 37 publications

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“…Greater behavioral intention increases the likelihood of a desired behavior. In this context, increased behavior intention with increased learning values means that students that experience learning value are more likely to utilize digital education and learning platforms in a productive way [ 12 ]. Other studies have reported that an increased sense of time efficiency among medical students related to digital education have led to increased family time, better quality of sleep and increased opportunities for research [ 13 , 14 ].…”

Section: Discussionmentioning

confidence: 99%

“…Instructor characteristics are defined as qualities that makes a good instructor or teacher [ 16 ]. Qualities such as being able to fully utilize an eLearning platform and answering questions, are good instructor characteristics, and are found to increase behavioral intention in students in context of digital learning [ 12 ]. However, medical students in our study did request a higher degree of familiarization of technical aids from their teachers.…”

Section: Discussionmentioning

confidence: 99%

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An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown

et al. 2022

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Norwegian universities closed almost all on-campus activities on the 12 March 2020 following a lockdown decision of the Norwegian government in response to the COVID-19 pandemic. Online and digital teaching became the primary method of teaching. The goal of this study was to investigate how the transition to digital education impacted on medical students enrolled at the University of Bergen (UiB). Key points were motivation, experience of learning outcomes, and fear of missing out on important learning. Using an online questionnaire, students were asked to evaluate the quality of both lectures and taught clinical skills and to elaborate on their experience of learning output, examination, and digital teaching. Answers from 230 students were included in the study. Opinions on the quality and quantity of lectures offered and their experience of learning output varied based on gender, seniority and the amount of time spent on part time jobs. Students at UiB were generally unhappy with the quality of teaching, especially lessons on clinical skills, although both positive and negative experiences were reported. Securing a satisfying offer of clinical teaching will be important to ensure and increase the student experience of learning output in the time ahead.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown

et al. 2022

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“…A total of 126 respondents coming from different educational levels of one university in the Philippines was considered. Only two universities in the Philippines offer undergraduate to Doctor of Philosophy under IE-EMG, namely Mapua University and De La Salle University [71,72]. Due to the COVID-19 pandemic, purposive sampling from Mapua University was considered in this study.…”

Section: Discussionmentioning

confidence: 99%

Students’ Preference Analysis on Online Learning Attributes in Industrial Engineering Education during the COVID-19 Pandemic: A Conjoint Analysis Approach for Sustainable Industrial Engineers

et al. 2021

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The decline of enrollees for industrial engineering during the COVID-19 pandemic and the increasing demand for professional industrial engineers should be explored. The purpose of this study was to determine the preference of industrial engineering students of different educational levels on online learning during the COVID-19 pandemic. Specifically, this study utilized conjoint analysis with orthogonal design considering seven attributes: delivery type, layout, term style, final requirements, Coursera requirements, seatwork and practice sets, and platforms. Among the attributes, 20 stimuli were created through SPSS and were answered voluntarily by 126 respondents utilizing a 7-point Likert Scale. The respondents were comprised of 79 undergraduate, 30 fully online master’s degree, and 17 master’s and doctorate degree students collected through purposive sampling. One university from the two available universities that offer all educational levels of IE in the Philippines was considered. The results showed that undergraduate students considered the final requirements with multiple-choice as the highest preference, followed by non-modular term style, and no seatwork and practice sets. In addition, fully online master’s degree students considered delivery type with the mix as the highest preference, followed by layout, and no seatwork and practice sets. Finally, master’s and doctorate degree students considered final requirements with publication as the highest preference, followed by no seatwork and practice sets, and mix delivery type. The students are technologically inclined, want to learn at their own pace, know where and how to get additional online learning materials, but still need the guidance of teachers/professors. The results would help contribute to the theoretical foundation for further students’ preference segmentation, specifically on online learning during the COVID-19 pandemic worldwide. Moreover, the design created could be utilized for other courses in measuring students’ preference for online learning even after the COVID-19 pandemic.

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“…Additionally, SEM can analyze the most complex linkages between latent factors [46][47][48][49][50][51]. Because of this, SEM can be used for analyzing the factors on why the users use technology in the first place [52,53]. With this current pandemic, it is not a surprise that almost everyone will depend on the usage of technology, especially in the sector of education.…”

Section: Theoretical Contributionsmentioning

confidence: 99%

Determining Factors Affecting Acceptance of E-Learning Platforms during the COVID-19 Pandemic: Integrating Extended Technology Acceptance Model and DeLone & McLean IS Success Model

et al. 2021

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Online meeting platforms have been widely utilized during the COVID-19 pandemic due to the current shift from traditional learning. However, the acceptance of the different online meeting platforms for e-learning has been underexplored. The purpose of this study was to determine the factors for acceptance of an online learning platform among students during the COVID-19 pandemic. A total of 500 senior high school students voluntarily participated to answer constructs under the Extended Technology Acceptance Model (ETAM) and Delone and McLean IS Success Model. Several latent including user interface (UI), perceived ease of use (PEU), perceived usefulness (PU), information quality (IQ), system quality (SQ), behavioral intentions (BI), and actual use were analyzed by Structural Equation Modeling (SEM). The results indicated that PEU was found to have the greatest on actual use (AU), followed by UI and SQ towards PEU, which subsequently led to BI and AU. Finally, IQ was found to have a significant effect on PU, which led to BI and AU. The level of student acceptability considers the ease of use, user interface, system quality, information quality, leading to a positive behavioral intention for actual use. With that, it would be of best interest to consider the factors that would lead students towards accepting the platforms utilized and therefore the current education system. Moreover, this will lead to their acceptance and promote learning even with the COVID-19 pandemic. Finally, the model construct can be applied and utilized to analyze the online learning platforms in other countries.

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Determining Factors Affecting the Acceptance of Medical Education eLearning Platforms during the COVID-19 Pandemic in the Philippines: UTAUT2 Approach

Cited by 30 publications

References 37 publications

An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown

An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown

Students’ Preference Analysis on Online Learning Attributes in Industrial Engineering Education during the COVID-19 Pandemic: A Conjoint Analysis Approach for Sustainable Industrial Engineers

Determining Factors Affecting Acceptance of E-Learning Platforms during the COVID-19 Pandemic: Integrating Extended Technology Acceptance Model and DeLone & McLean IS Success Model

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