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Students' Performance in Online Learning Environment: The Role of Task Technology Fit and Actual Usage of System During COVID-19.

ABSTRACT: The 2019 Pandemic has forced students to take online classes, increasing their stress levels and negatively impacting their academic performance. This issue urges the development of a mechanism to make online learning more effective in this nerve-racking time. Therefore, the present study has integrated the task technology fit (TTF) model and the DeLone and McLean Model of Information Systems Success (DMISM) to address the stated issue. The data were collected from 330 and 326 students of top-ranked public and private universities of Punjab, respectively. The theoretical framework was analyzed with the help of structural equation modeling (SEM) using Analysis of Moment Structures (AMOS). The findings indicate that overall quality positively predicts performance through the mediating role of user satisfaction and TTF. The overall quality also positively elevates performance through the mediating role of user satisfaction and actual usage of the system. Moreover, perceived usefulness proved to be a moderator between overall quality and user satisfaction. Finally, the expected practical and theoretical implications have also been discussed.

SUBMITTER: Butt S

PROVIDER: S-EPMC8599586 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Students' Performance in Online Learning Environment: The Role of Task Technology Fit and Actual Usage of System During COVID-19.

Butt Sameera S Mahmood Asif A Saleem Saima S Rashid Tayyiba T Ikram Amir A

Frontiers in psychology 20211104

The 2019 Pandemic has forced students to take online classes, increasing their stress levels and negatively impacting their academic performance. This issue urges the development of a mechanism to make online learning more effective in this nerve-racking time. Therefore, the present study has integrated the task technology fit (TTF) model and the DeLone and McLean Model of Information Systems Success (DMISM) to address the stated issue. The data were collected from 330 and 326 students of top-ra ...[more]

PMID: 34803841

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Project description:BackgroundDigital learning environments have become very common in the training of medical professionals, and students often use such platforms for exam preparation. Multiple choice questions (MCQs) are a common format in medical exams and are used by students to prepare for said exams.ObjectiveWe aimed to examine whether particular learning activities contributed more strongly than others to users' exam performance.MethodsWe analyzed data from users of an online platform that provides learning materials for medical students in preparation for their final exams. We analyzed whether the number of learning cards viewed and the number of MCQs taken were positively related to learning outcomes. We also examined whether viewing learning cards or answering MCQs was more effective. Finally, we tested whether taking individual notes predicted learning outcomes, and whether taking notes had an effect after controlling for the effects of learning cards and MCQs. Our analyses from the online platform Amboss are based on user activity data, which supplied the number of learning cards studied and test questions answered. We also included the number of notes from each of those 23,633 users who had studied at least 200 learning cards and had answered at least 1000 test exam questions in the 180 days before their state exam. The activity data for this analysis was collected retrospectively, using Amboss archival usage data from April 2014 to April 2017. Learning outcomes were measured using the final state exam scores that were calculated by using the answers voluntarily entered by the participants.ResultsWe found correlations between the number of cards studied (r=.22; P<.001) and the number of test questions that had been answered (r=.23; P<.001) with the percentage of correct answers in the learners' medical exams. The number of test questions answered still yielded a significant effect, even after controlling for the number of learning cards studied using a hierarchical regression analysis (β=.14; P<.001; ΔR2=.017; P<.001). We found a negative interaction between the number of learning cards and MCQs, indicating that users with high scores for learning cards and MCQs had the highest exam scores. Those 8040 participants who had taken at least one note had a higher percentage of correct answers (80.94%; SD=7.44) than those who had not taken any notes (78.73%; SD=7.80; t23631=20.95; P<.001). In a stepwise regression, the number of notes the participants had taken predicted the percentage of correct answers over and above the effect of the number of learning cards studied and of the number of test questions entered in step one (β=.06; P<.001; ΔR2=.004; P<.001).ConclusionsThese results show that online learning platforms are particularly helpful whenever learners engage in active elaboration in learning material, such as by answering MCQs or taking notes.

Project description:Purpose: Evaluation of the students’ experience and academic achievements following the introduction of online learning. Methods and materials: In 2011, online learning activities were introduced in the teaching of the Research in Orthoptics module for final year undergraduate orthoptic students. The online learning activities were created and delivered in Moodle; an open-source online learning platform. Students from the academic year groups of 2012–13, 2013–14 and 2016–17 completed an online questionnaire. The questionnaire was divided into 6 categories (relevance, reflection, interactivity, tutor support, peer support and interpretation) with 4 questions within each category. A 5-point Likert scale was used to score each question. The sum of answers within each category ranged from 4 (negative perception) to 20 (positive perception). Student performance was assessed using the marks retrospectively for 2 years before online learning was introduced and when online learning was included. Results: Forty-two students replied to the questionnaire with a mean age of 23.0 ± 2.3 years (range 21–32). There were 38 females (90.5%) and 4 males (9.5%). Combining the 3 academic cohorts there was a significant difference between the 6 categories of the questionnaire (p < 0.0001). Three categories obtained the same high median score of 16: relevance (range 9–20), reflection (range 11–20) and tutor support (range 12–20). Peer support resulted in the lowest median score of 13. Separation of the three academic year cohorts’ revealed significant differences for tutor support (p = 0.03). The score increased from 16 in 2012–13 and 2013–14 to 18 in 2016–17. Significant differences were found between the marks for the cohorts from 2009–10 to 2016–17 (F7,245 = 5.07: p < 0.0001). The mean mark for year group 2009–2010 was significantly less compared to 2012–13 (p < 0.0001), 2014–15 (p = 0.01) and 2015–16 (p = 0.02) and year group 2011–12’s mark significantly less than 2012/13 (p = 0.001). Conclusions: Including online learning in the research module had a positive impact on the student experience, although more work needs to be done to improve peer support. Marks obtained by the orthoptic students have improved since the introduction of online learning suggesting that a mixture of teaching and learning methods is beneficial for students. However, more work needs to be done to provide teacher assistance in the design of online learning and blended learning approach.

Project description:BackgroundThe teaching and learning environment (TLE) in medical schools is critical for shaping the outcomes and competencies of graduates. Research on TLE has highlighted its influence on student learning approaches and outcomes, yet gaps remain, particularly in qualitative insights, especially in Saudi Arabian contexts. This study aims to explore the students' experiences and perceptions of the TLE in a new medical college.MethodsThis qualitative study consisted of a total of five focus group discussions (3consequtive sessions for male group and two for female group) conducted virtually using the Zoom videoconferencing application. All the discussion sessions took place during a lockdown because of the COVID-19 pandemic between December 2020 and February 2021. Each session lasted for 45-60 min. Each group was formed of 4-5 students from different academic levels in the Majmaah medical school, which was established 10 years ago and is located in a small city. After "verbatim transcription" of the sessions was made, a framework thematic analysis of the data was performed using the NVivo software.ResultsThe study results revealed that various elements, such as educational content, faculty roles, and personal factors, collectively influenced the students' educational experiences. The students valued educational relevance and autonomous decision-making. The multifunctional role of faculty as mentors, evaluators, and resource providers was considered essential in enhancing academic experiences. Additionally, there was an evident need to improve the physical learning environment and facilities to adapt to emerging educational needs. These results align with existing literature, emphasizing the integration of theory and practice and the significant impact of faculty roles in academic experiences.ConclusionThe findings suggest that medical colleges should involve students more in decision-making related to their education and ensure the practical relevance of the educational content. Establishing open communication channels between students and faculty who act as mentors and evaluators is also essential. Furthermore, enhancing supportive infrastructures, such as mental health and financial services, and promoting extracurricular activities are crucial for fostering a more effective and nurturing learning environment.

Dataset Information

Students' Performance in Online Learning Environment: The Role of Task Technology Fit and Actual Usage of System During COVID-19.

Publications

Students' Performance in Online Learning Environment: The Role of Task Technology Fit and Actual Usage of System During COVID-19.

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