Hamad Faten, AlMuhaissen Suha, Urquhart Christine, Tarawneh Ruba, Asaad Muzdalifa, Abu-Ajamieh Mays
Sultan Qaboos University, Muscat, Oman.
The University of Jordan, Amman, Jordan.
BMC Med Educ. 2024 Dec 30;24(1):1558. doi: 10.1186/s12909-024-06394-y.
Mobile devices are now widely and extensively used by university students. With the rapid advancement in technology, mobile learning has become an important educational model, particularly for health schools' students. This research aims to investigate the attitudes of health schools' students in Jordan towards mobile learning, as well as their perceptions of mobile learning advantages and disadvantages compared to the traditional face-to-face learning model.
A quantitative research design was employed, with data collected through a web-based cross-sectional descriptive questionnaire using Google Forms. The questionnaire was distributed to 703 students across the five health schools at the University of Jordan, with 690 students completing it, resulting in a response rate of 98.2%.
Among the participants, 92.6% reported using smartphones as their primary device for mobile learning, and 98.8% relied on YouTube as their main educational website. Over two-thirds of the surveyed students expressed concerns about feeling isolated during mobile learning. A majority (64.9%) believed that there is a need for developing learning applications with offline accessibility, while 62.3% emphasized the importance of adapting exam platforms to be compatible with all mobile devices. Approximately 63% of the participants felt that mobile learning should complement face-to-face learning. Significant differences (p < 0.05) were found among the different health schools' students regarding the purposes for which they used mobile learning, such as watching educational videos or accessing the university library website. Significant differences (p < 0.05) were also observed between groups concerning the perceived advantages of mobile learning.
Students from the health schools at the University of Jordan confirmed that they use mobile devices, primarily smartphones, to support their learning. However, the use of these devices for educational purposes was not highly advanced, with a preference for face-to-face learning methods. The findings of this research will assist policymakers and educators in planning infrastructure and curricula for health education in Jordan, utilizing mobile learning to better meet the needs of an increasing student population.
移动设备如今在大学生中得到广泛且深入的使用。随着技术的飞速发展，移动学习已成为一种重要的教育模式，尤其对于卫生学校的学生而言。本研究旨在调查约旦卫生学校学生对移动学习的态度，以及他们对移动学习相较于传统面对面学习模式的优缺点的看法。
采用定量研究设计，通过使用谷歌表单的基于网络的横断面描述性问卷收集数据。问卷分发给约旦大学五所卫生学校的703名学生，690名学生完成了问卷，回复率为98.2%。
在参与者中，92.6%报告使用智能手机作为移动学习的主要设备，98.8%依赖YouTube作为主要教育网站。超过三分之二的受访学生表示担心在移动学习过程中感到孤立。大多数（64.9%）认为有必要开发具有离线访问功能的学习应用程序，而62.3%强调使考试平台与所有移动设备兼容的重要性。约63%的参与者认为移动学习应补充面对面学习。不同卫生学校的学生在使用移动学习的目的（如观看教育视频或访问大学图书馆网站）方面存在显著差异（p < 0.05）。在移动学习的感知优势方面，不同组之间也观察到显著差异（p < 0.05）。
约旦大学卫生学校的学生证实他们使用移动设备，主要是智能手机来支持学习。然而，这些设备在教育目的方面的使用并不十分先进，他们更倾向于面对面学习方法。本研究结果将有助于政策制定者和教育工作者为约旦的健康教育规划基础设施和课程，利用移动学习更好地满足不断增加的学生群体的需求。
