Medical Diagnostic Imaging Department, College of Health Science, University of Sharjah, United Arab Emirates.
College of Medicine and Medical Education Center, University of Sharjah, United Arab Emirates.
Nurse Educ Today. 2022 Mar;110:105261. doi: 10.1016/j.nedt.2021.105261. Epub 2022 Jan 15.
Student engagement is vital in achieving learning outcomes and improving students' motivation, involvement, and attitudes toward learning. The aim of this study was to identify the factors that affect student engagement in online learning in medical and health science colleges.
A cross-sectional study was conducted among medical and health science students and faculty in May 2020. The Online Engagement Strategies Questionnaire was e-mailed to 370 students and 102 faculty members. The SPSS statistical software was used for the statistical analysis. Exploratory factor analysis was performed to identify the factors that affected the students' engagement in online learning. Composite scores were calculated for factors, separately for the student and faculty responses. Descriptive statistical analysis was performed for the student and faculty responses.
The response rates of the students and faculty were 85.1% and 74.1%, respectively. The mean ages of the students and faculty were 20.6 and 44.6 years, respectively. Eighty-five percent of the faculty (n = 51) and 88.3% (n = 278) of the students found that the use of technology in proper communication was an important strategy to engage students in online learning. The factor analysis revealed agreement between the students and faculty regarding the factors that support student engagement in online learning. Techno-pedagogical skills were considered very important for faculty and important for students. For both faculty and students, self-directed learning skills were important, and peer-assisted learning (PAL) was fair symmetry. Nevertheless, collaborative learning (CL) was fairly symmetry to students and important to faculty.
To enhance student engagement in online learning, faculty members should consider improving their techno-pedagogical skills. Moreover, by incorporating self-directed learning, CL and PAL will support student engagement. Finally, faculty development, updating of course design, and institutional policies are all required to support online learning.
学生参与对于实现学习成果和提高学生的学习动力、投入度和态度至关重要。本研究旨在确定影响医学和健康科学学院学生在线学习参与度的因素。
2020 年 5 月，对医学和健康科学专业的学生和教师进行了横断面研究。向 370 名学生和 102 名教师发送了电子问卷《在线参与策略问卷》。使用 SPSS 统计软件进行统计分析。采用探索性因子分析确定影响学生在线学习参与度的因素。分别为学生和教师的回答计算各因素的综合得分。对学生和教师的回答进行描述性统计分析。
学生和教师的回复率分别为 85.1%和 74.1%。学生和教师的平均年龄分别为 20.6 岁和 44.6 岁。85%的教师（n=51）和 88.3%的学生（n=278）认为，正确使用技术进行适当的沟通是吸引学生参与在线学习的重要策略。因子分析显示，学生和教师对支持学生在线学习参与度的因素持一致意见。技术教学技能被认为对教师很重要，对学生也很重要。对教师和学生而言，自主学习技能很重要，同伴辅助学习（PAL）处于中等重要程度。然而，合作学习（CL）对学生来说是中等重要程度，对教师来说则是很重要。
为了提高学生在线学习的参与度，教师应考虑提高他们的技术教学技能。此外，通过融入自主学习、CL 和 PAL 将支持学生的参与度。最后，还需要教师发展、课程设计更新和机构政策来支持在线学习。
