Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia.
Graduate School of Education, Peking University, Beijing, China.
BMC Med Educ. 2023 Jun 20;23(1):458. doi: 10.1186/s12909-023-04433-8.
The nexus between higher education and digital technology has been extensively studied in the past and recently during the COVID-19 pandemic. This study aims to ascertain pharmacy students' attitudes towards using online learning during COVID-19.
This cross-sectional study assessed the University of Zambia's (UNZA) pharmacy students' adaptive characteristics, such as attitude, perception, and barriers to online learning during the COVID-19 pandemic. Data from a survey of N = 240 were collected using a self-administered, validated questionnaire along with a standard tool. Findings were statistically analysed using STATA version 15.1.
Of the 240 respondents, 150 (62%) had a negative attitude towards online learning. Further, 141 (58.3%) of the respondents find online learning less effective than traditional face-to-face learning. Regardless, 142 (58.6%) of the respondents expressed a desire to modify and adapt online learning. The mean scores for the six domains of attitude (perceived usefulness, intention to adapt, ease of use of online learning, technical assistance, learning stressors, and distant use of online learning) were 2.9, 2.8, 2.5, 2.9, 2.9, and 3.5, respectively. After multivariate logistic regression analysis, no factors in this study were significantly associated with attitude towards online learning. The high cost of the internet, unreliable internet connectivity and lack of institutional support were perceived barriers to effective online learning.
Although most of the students in this study had a negative attitude toward online learning, they are willing to adopt it. Online learning could supplement traditional face-to-face learning in pharmacy programs if it can be made more user-friendly, have fewer technological barriers, and be complemented by programs that help improve practical learning abilities.
在过去和最近的 COVID-19 大流行期间，高等教育与数字技术之间的联系已经得到了广泛的研究。本研究旨在确定药剂学学生在 COVID-19 期间对使用在线学习的态度。
这项横断面研究评估了赞比亚大学（UNZA）药剂学学生在 COVID-19 大流行期间对在线学习的适应特征，如态度、感知和障碍。使用自我管理的、经过验证的问卷和标准工具收集了来自 240 名学生的调查数据。使用 STATA 版本 15.1 对调查结果进行了统计分析。
在 240 名受访者中，有 150 名（62%）对在线学习持消极态度。此外，有 141 名（58.3%）受访者认为在线学习不如传统的面对面学习有效。尽管如此，仍有 142 名（58.6%）受访者表示愿意修改和适应在线学习。态度的六个维度（感知有用性、适应意向、在线学习易用性、技术援助、学习压力源和远程使用在线学习）的平均得分分别为 2.9、2.8、2.5、2.9、2.9 和 3.5。经过多变量逻辑回归分析，本研究中的任何因素都与对在线学习的态度没有显著关联。互联网费用高、互联网连接不可靠以及缺乏机构支持被认为是有效在线学习的障碍。
尽管本研究中的大多数学生对在线学习持消极态度，但他们愿意接受它。如果在线学习可以更便于使用、减少技术障碍，并通过帮助提高实践学习能力的计划来补充，那么它可以补充药剂学课程中的传统面对面学习。
