How Students Experience Blended Learning? (Malaysian Experience)

Attaran, Mohammad; Zainuddin, Zamzami

doi:10.5812/ijvlms.79384

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…Our result is contradictory to the study conducted in Pakistan College of Medicine and Dentistry since it showed that the majority of Pakistani students had a negative feeling towards e-learning and were more inclined towards face-to-face learning in the future; most importantly, they felt e-learning had little impact on their learning during the pandemic (24). Considering medical students' e-learning experience literature prior to COVID-19, the results are mixed with a greater number of medical studies reporting students' positive feelings towards e-learning (25)(26)(27). This study, however, revealed that SUMS students were dissatis ed with online synchronous classes perhaps because not all students could access synchronous classes reliably due to their geographical zone insu cient bandwidth, peer-to-peer tra c, and poor video streaming services (28).…”

Section: Discussionmentioning

confidence: 99%

E-learning-based medical education during COVID19 pandemic From Medical students' View Points

Khojasteh

Karimian

Nasiri

et al. 2021

Preprint

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Background Most universities around the world have replaced e-learning with face-to-face methods after Covid-19 Pandemic. The present study evaluates the students' viewpoints about the dimensions of e-learning during the COVID-19 pandemic. Methods This is a survey study aimed at investigating e-learning experiences of 550 students of Shiraz University of Medical Sciences(SUMS) during the time Coronavirus pandemic. To data collection, a research-made questionnaire was employed, and the data were analyzed using one sample T-test, Independent T-test, ANOVA, and MANOVA. Results The results demonstrated that the students had satisfactory e-learning experiences and the average dimensions of e-learning were: Technological facilities(M = 4.29 ± 1.13),Technical support (M = 4.00 ± 1.08), e-Content quality(3.84 ± 1.05), Asynchronous education (M = 3.73 ± 1.20), Teacher-learner interaction(3.63 ± 1.32) and Synchronous education(M = 3.59 ± 1.31)Respectively. Most important factor was the interaction and feedback between teacher and students. Students' views on the components of e-learning were related to their age, access to electronic devices, and their computer skills significantly. Conclusion It seems that e-Learning can be a relatively good alternative to face-to-face training, but the teacher-student interaction is the main element in the greater effectiveness of this method.

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Section: Discussionmentioning

confidence: 99%

E-learning-based medical education during COVID19 pandemic From Medical students' View Points

Khojasteh

Karimian

Nasiri

et al. 2021

Preprint

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“…Our result is contradictory to another similar study conducted in Pakistan College of Medicine and Dentistry since the majority of the Pakistani students had a negative feeling towards elearning, were more inclined towards face-to-face learning in the future, and most importantly felt elearning had little impact on their learning in general during the pandemic (Abbasi, Ayoob, Malik, Memon, 2020). Considering medical students' e-learning experience literature before Covid-19, the results are mixed with a greater number of medical studies reporting students' positive feelings towards elearning (see for example, Ali, Jamil, Sethi, Ali, 2016;Singh & Min, 2017;Attaran & Zainuddin, 2018).…”

Section: Discussionmentioning

confidence: 99%

Medical students' views of e-learning-based medical education during COVID-19 pandemic

Khojasteh

Karimian

Sharifzadeh

et al. 2020

Preprint

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The number of multimedia courseware developed to assist teaching and learning activities has increased tremendously, following the declaration of schools’ closure during COVID-19 pandemic. This study aimed at e- learning experiences of 550 students of a medical school in Iran during the time Coronavirus pandemic hit Iran. To achieve the objectives of this study, a self-devised questionnaire was used, and the data were analyzed using Independent samples T. test, ANOVA, and MANOVA. Results have demonstrated that university students had a satisfactory e-learning experience during the lockdown with an exception for online synchronous classes. This study also showed that older students are more satisfied with e-learning and that there was a significant difference between the overall mean score of those who had access to PCs and laptops compared to those who had accessed only to mobile phones. Our results also showed a significant difference exists between the e-learning experience of students who had experienced virtual classes prior to Covid-19 pandemic and those who had not; however, no significant difference was seen in terms of the residence of the students and their gender.

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“…The benefits and significance of blended learning have been acknowledged by nearly all higher educational institutions in Malaysia (Attaran and Zainuddin, 2018). Many such educational institutions have established a diversified information communication technology infrastructure and adopted online learning, such as e-learning, video-based collaborative learning or the SPeCTRUM platform, as support for the traditional teaching and learning approach.…”

Section: Introductionmentioning

confidence: 99%

Extrinsic and intrinsic motivation towards the online component of blended learning in accounting education: evidence from a Malaysian public university

Liu

Zainuddin

2021

QAE

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Purpose This study aims to explore the extrinsic and intrinsic motivational factors that affect accounting students’ acceptance behaviour towards the online component of blended learning (OCBL) in the context of COVID-19. Design/methodology/approach A sample of 354 accounting students from a Malaysian public university was selected. Confirmatory factor analysis, correlation and regression analysis and an independent sample t-test were used for data analysis. Findings The results showed that the predictor motivational variables in this study affected the acceptance behaviour of the participants except for perceived ease of use. Moreover, perceived value appeared to be the most influential factor. The results also indicated that postgraduates tend to accept the OCBL more than undergraduates. Research limitations/implications As the study participants were from only one public Malaysian university, generalisability is limited. In addition, this study only focussed on accounting students who were already enrolled in blended learning courses. Future studies could expand the population by considering those who have not signed up for such courses. Nevertheless, this study offers many theoretical and practical implications. Originality/value This study contributes to the OCBL literature, especially in accounting education, which was affected by the COVID-19 pandemic. It also offers practical suggestions for educational institutions and technology system designers to expand on the usage of OCBL and improve users’ acceptance of it.

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How Students Experience Blended Learning? (Malaysian Experience)

Cited by 6 publications

References 10 publications

E-learning-based medical education during COVID19 pandemic From Medical students' View Points

E-learning-based medical education during COVID19 pandemic From Medical students' View Points

Medical students' views of e-learning-based medical education during COVID-19 pandemic

Extrinsic and intrinsic motivation towards the online component of blended learning in accounting education: evidence from a Malaysian public university

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