Readiness towards online learning among physiotherapy undergraduates

Ranganathan, Harikrishnan; Singh, Devinder Kaur Ajit; Kumar, Saravana; Chua, Siew Kuan; Ahmad, Nabilah; Harikrishnan, K M

doi:10.1186/s12909-021-02803-8

Cited by 16 publications

(15 citation statements)

References 38 publications

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“…Unlike the current study, other studies didn't show gender differences in online learning readiness (42)(43)(44)(45). Other studies reported that females were found to be more ready than males (30,46).…”

Section: Sociodemographic Factorscontrasting

confidence: 81%

Attitude and Readiness to Online Learning and Challenges among First-Year Medical Students

Limenie

2022

Preprint

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Background Most of the systems, including education, in the world are becoming web and technology-based. Assessing students’ attitudes, readiness, and challenges is important for effective implementation. This study is, therefore, aimed to assess students’ attitudes, readiness, and challenges affecting online learning among medical students at Addis Ababa University, School of Medicine. Methods a total of 150 undergraduate medical students were involved in this study. A quantitative cross-sectional research design was used. Data were collected through a structured google form questionnaire. A 5-point Likert scale instrument was used to measure students ’ level of agreement on the items of attitude, readiness, and challenges affecting their online learning activities. The data obtained were analyzed using SPSS (version 26). Independent t-test and one-way ANOVA followed by Post Hoc Turkey multiple comparison tests were used. The data were expressed as means ± standard deviation (SD). Differences with p < 0.05 were considered statistically significant. Results Students’ attitudes toward online learning were high (mean: 3.49) and significantly affected by extra computer training at the high school level (t (148) = 2.57, p = .010), basic computer skills (F (3,146) = 5.65, p = .001), online learning accessing skills (F (3,146) = 2.71, p = .048) and online learning destructors eliminating skills (F (3,146) = 15.99, p = .000). The readiness was moderate (mean = 3.23) and was significantly higher in males than females (t (148) = 2.17, p = .032). The readiness of the students for online learning was significantly affected by personal (mean = 2.60; SD = .56 vs mean = 2.40; SD = .68; p = .037) and technological (mean = 2.61; SD = .05 vs mean = 2.40; SD = .68; p = .027) related challenges than institutional challenges. Unavailable of quality technology was the first technology-related challenge affecting medical students’ online learning (mean = 3.16), while the students’ perception was the first challenge in the personal-related factors (mean = 3.31). Conclusion Students’ attitudes towards online learning were high and affected by extra computer training at the high school level. Readiness was moderate and affected by gender. Students should increase their computer skills and it is required to motivate females to practice online learning. Educational management is required to select appropriate online-teaching tools before starting online teaching.

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Section: Sociodemographic Factorscontrasting

confidence: 81%

Attitude and Readiness to Online Learning and Challenges among First-Year Medical Students

Limenie

2022

Preprint

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“…From the triangulation model, undergraduates experienced academic stressors, either mild or moderate stress and this contributed to musculoskeletal pain. One of the reasons was their expectation that the classes were not as they thought they would be and their readiness for the new method was questionable [ 34 , 35 ]. One participant claimed that she felt overwhelmed with the topics, and some claimed that the amount of assignments doubled compared to the face-to-face teaching method.…”

Section: Discussionmentioning

confidence: 99%

Personal, Academic Stressors and Environmental Factors Contributing to Musculoskeletal Pain among Undergraduates Due to Online Learning: A Mixed Method Study with Data Integration

Harithasan

Singh

Razak³

et al. 2022

IJERPH

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Aim: The COVID-19 pandemic has led to adaptation in teaching and learning methods. There is a possibility that this shift from the classroom to online learning will persist post-pandemic with implications to all involved. We explored the contribution of personal, academic stressors and environmental factors contributing to musculoskeletal pain among undergraduates due to online learning by integrating data from an online survey and one-to-one in-depth interviews. The association between musculoskeletal pain, personal, academic stressors and environmental factors among undergraduates due to online learning was also investigated. Methods: Both quantitative and qualitative methods were used. A questionnaire was completed by 179 undergraduates (34 males and 145 females) aged between 18 to 25 years old. This was followed by an online, in-depth, one-to-one interview among 10 female undergraduates who reported severe musculoskeletal pain. The two sets of findings were integrated using a triangulation protocol. Result: The three most common musculoskeletal pains experienced by undergraduates due to online learning were low back (73.2%), followed by neck (68.7%) and shoulder (58.7%) pain. The six main themes identified from the interviews were: (1) Musculoskeletal pain characteristics; (2) academic issues; (3) difficulties faced by undergraduates due to teaching and learning; (4) emotions towards work/study; (5) work environment; and (6) time spent working at a workstation. Upper back pain was identified to be associated with personal (p < 0.05) and most environmental factors (p < 0.05). From the triangulation model, it was shown that personal, academic stressors and environmental factors were mainly from the workstation, uncomfortable environment, working posture and time spent at the workstation, which all contributed to musculoskeletal pain. Conclusions: This study showed that exercise, academic stressors, and environmental factors were associated with musculoskeletal pain among undergraduates due to online teaching and learning sessions. There may be a need to integrate an online prevention of musculoskeletal pain education package based on a biopsychosocial model with online teaching and learning for undergraduates.

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“…To able these benefit of online learning more and more institutions are introducing online learning (Daniel, 2020). However, the introduction of such online courses must involve an examination of the attitudes of the stakeholders, i.e., the students and teachers (Ranganathan et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Hence, in the context of the worldwide online learning revolution, it has become pertinent for BOU to shift some of its programs from conventional face-to-face to fully online courses. However, the launching of any such online courses must require a positive attitude from the stakeholders i.e., the students and teachers (Ranganathan et al, 2021). In this regard, to introduce online teacher education courses, this study is designed to explore the attitude of the students and faculty members of the School of Education towards online courses.…”

Section: Introductionmentioning

confidence: 99%

Teacher Educators and Trainee Teachers' Attitude toward Online Teacher Education Courses

2022

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The purpose of the study was to explore the attitude toward Online Teacher Education Courses (OTECs). To that end, this study was carried out over the teacher educators and trainee teachers of Bangladesh Open University. Here, teacher educators represent the faculty members of the School of Education (SoE) of Bangladesh Open University (BOU), and trainee teachers represent the Master of Education (M.Ed.) and Bachelor of Education (B.Ed.) students of BOU. A mixed research approach with triangulation was used to conduct the study with a descriptive survey, two Focus Group Discussions (FGDs), and one key personnel interview. Data were collected from a total of 602 teacher trainees (182 were M.Ed. students and 420 were B.Ed. students) and 12 teacher educators, selected through multiple sampling techniques. The data revealed that the teacher educators and trainee teachers had a positive attitude towards online courses since the mean score of faculty members, M.Ed., and B.Ed. students of BOU were 3.60, 381, and 3.81, respectively. Considering all these aspects, this study suggested that SoE/BOU needs to decide rationally to shape its future Online Teacher Education Courses (OTECs). This research contributes to the basement of new knowledge through an explorative study with all the possible stakeholders covering the whole country of interest.

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Readiness towards online learning among physiotherapy undergraduates

Cited by 16 publications

References 38 publications

Attitude and Readiness to Online Learning and Challenges among First-Year Medical Students

Attitude and Readiness to Online Learning and Challenges among First-Year Medical Students

Personal, Academic Stressors and Environmental Factors Contributing to Musculoskeletal Pain among Undergraduates Due to Online Learning: A Mixed Method Study with Data Integration

Teacher Educators and Trainee Teachers' Attitude toward Online Teacher Education Courses

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