Does the acceptance of hybrid learning affect learning approaches in France?

Abstract

PurposeAcceptance of a learning technology affects students’ intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students’ way of learning.MethodsWe analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions).ResultsOur sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (rs= 0.42, P= 0.03).ConclusionLearning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students’ time utilization, which explains their neutral intention to use the system.

User-centered evaluation of Discord in midwifery education during the COVID-19 pandemic: Analysis of the adaptation of the tool to student needs

“…The Grenoble-Alpes University, and in particular the Faculty of Medicine, fortunately already had the technical means to implement such teaching. Indeed, since 2007, in the Department of Midwifery, part of the teaching has been carried out in a hybrid format, including flipped classrooms for about one-third of the teaching modules, all teaching units combined 2 .…”

E-Learning Readiness of Turkish Medical Students: A Sample from Gazi University

“…Using e-learning environments may give opportunities to learners such as anytime/anywhere, repeating enormously, progressing their own learning speed, and online resources and interactions about the topic etc. In improving student's performance and facilitating active learning, the studies which used technology in medical education as blended and online learning were found successful (2,3). Some students prefer to prepare assignments at home and may found it as a strong motivator (4).…”

Comparing The Learning Approaches Using Biggs Revised Study Process Questionnaire (R-SPQ-2F) Among Dental Undergraduates

“…32 According to the study conducted in France, the mean score of DA was better than SA among midwifery students in blended learning. 33 On the contrary, increase in DA in later years was due to gradually adapting the educational climate and student centered learning in higher education. 9 Another study conducted by Vashe Asha 1 revealed significant increase in deep approach before and after completion of physiology curriculum.…”