Physiotherapy Programme, Centre for Healthy Ageing and Wellness, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, Kuala Lumpur, Malaysia.
Physiotherapy Programme, Faculty of Allied Health Sciences, University of Cyberjaya, Cyberjaya, Selangor, Malaysia.
BMC Med Educ. 2021 Jul 10;21(1):376. doi: 10.1186/s12909-021-02803-8.
Online learning is an attractive option for educators, especially as means of overcoming the challenges posed by the global pandemic. Although it is best to evaluate student readiness prior to commencement of an online course, to ensure successful development and delivery of student-centric teaching and learning strategies, readiness towards online learning among physiotherapy undergraduates is unknown. The main aim of this study was to examine physiotherapy undergraduates' readiness towards online learning.
In this cross-sectional study, participants were selected through a combination of total population and convenience sampling. The Student Online Learning Readiness questionnaire was distributed among physiotherapy undergraduates from two public and two private universities in Malaysia to investigate their technical, social and communication competencies. Information about device characteristics were obtained to evaluate their equipment readiness. Descriptive and group comparisons were conducted using independent t-test, and analysis of variance with p < 0.05 as level of significance.
A total of 352 physiotherapy undergraduates participated. The response rate was 81.6%. The results showed that physiotherapy undergraduates in these four institutions had moderate levels of readiness towards technical competencies (M = 3.7 ± 0.5), social competencies with instructor (M = 3.7 ± 0.6), social competencies with classmates (M = 3.8 ± 0.6) and communication competencies (M = 3.6 ± 0.5) related to online learning. The overall readiness for these four competencies was moderate (M = 3.7 ± 0.4), however the physiotherapy undergraduates had high (> 80% possessed smartphones and laptop) level of equipment readiness. Institution and gender had no significant effect on the level of readiness (p > 0.05). Year 1 and 2 had significantly higher levels of social competencies with instructor compared to final year physiotherapy undergraduates (p < 0.05).
Physiotherapy undergraduates in these four institutions had moderate to high levels of readiness towards online learning. Technical, social and communication competencies could be further enhanced with appropriate strategies.
This study provides an insight into the level of readiness towards online learning among physiotherapy undergraduates. The findings of our study shed light on issues to consider when designing online courses. A pre-course training for undergraduates prior to the commencement of online courses may be useful.
Not Applicable.
在线学习对于教育工作者来说是一个极具吸引力的选择，尤其是在克服全球大流行带来的挑战方面。尽管在开始在线课程之前最好评估学生的准备情况，以确保以学生为中心的教学和学习策略的成功发展和实施，但物理治疗专业本科生对在线学习的准备情况尚不清楚。本研究的主要目的是检验物理治疗专业本科生对在线学习的准备情况。
在这项横断面研究中，通过总体人群和便利抽样相结合的方式选择参与者。向来自马来西亚两所公立和两所私立大学的物理治疗专业本科生发放《学生在线学习准备情况问卷》，以调查他们的技术、社交和沟通能力。获取有关设备特征的信息，以评估他们的设备准备情况。使用独立 t 检验和方差分析进行描述性和组间比较，p<0.05 为显著性水平。
共有 352 名物理治疗专业本科生参与。回复率为 81.6%。结果表明，这四所院校的物理治疗专业本科生在技术能力（M=3.7±0.5）、与教师的社交能力（M=3.7±0.6）、与同学的社交能力（M=3.8±0.6）和沟通能力（M=3.6±0.5）方面具有中等水平的在线学习准备情况。这四个方面的整体准备情况为中等水平（M=3.7±0.4），但物理治疗专业本科生的设备准备情况很高（>80%的学生拥有智能手机和笔记本电脑）。院校和性别对准备情况没有显著影响（p>0.05）。与最后一年的物理治疗专业本科生相比，一年级和二年级学生与教师的社交能力显著更高（p<0.05）。
这四所院校的物理治疗专业本科生对在线学习具有中等至高等水平的准备情况。可以通过适当的策略进一步提高技术、社交和沟通能力。
本研究深入了解了物理治疗专业本科生对在线学习的准备情况。我们的研究结果为设计在线课程时需要考虑的问题提供了参考。在开始在线课程之前，为本科生提供预课程培训可能会有所帮助。
不适用。
