A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

Abstract

Healthcare education providers are eager to apply technologies in teaching and learning activities; however, students are the consumers in higher education, and their opinion and experience should be considered. We performed a meta-synthesis of qualitative studies to help inform our understanding of Southeast Asian healthcare students’ perceptions and experience of technology-based teaching and learning in their education. Our search strategy located 1599 articles from a dozen electronic research databases. Articles were analyzed for quality using the Hawker’s Evidence Appraisal Tool, and 23 qualitative studies were included in the final meta-synthesis. Technologies investigated largely involved online or blended learning, with fewer exploring virtual reality, simulations, telehealth, game-based learning, and videos. Three overarching themes were synthesized: (i) culture does matter in the implementation of technology-based learning; (ii) the values and limitations of technology used for learning; and (iii) technology is part of daily life and creates new challenges in education. Technology is an asset to enhance the learning experience, but educators must be aware of its limitations. Pre-coronavirus disease 2019 (COVID-19) studies were more focused on technology and product, and were optimistically reported, whereas COVID-19–spanning studies focused on life experience and paid more attention to reporting on the inherent challenges. The educational approaches, theories, cultural aspects, and availability of facilities all play a vital role in steering successful technology use in learning.

Restructuring education activities for full online learning: findings from a qualitative study with Malaysian nursing students during Covid-19 pandemic

“…Some lack IT skills; however, learners and educators must identify and select essential technology that can optimally help for improve knowledge acquisition and skills development. This is in line with the literature, which mentioned that the early use of online learning due to the COVID-19 pandemic had exposed the learner to inadaptability and unfamiliarity with the new online learning environment [15]. At the same time, after a period, the situation is more accepted and adapted [43].…”

“…The extensive use of cognitive processing creates a shorter attention span due to fatigue. This is agreed with previous literature where online learning created work and information overload received from instructors [15]. Mayer's cognitive theory on multimedia learning [31] mentioned that the brain does not interpret the inputs in a mutually exclusive fashion but emphasizes the finite ability of cognition to process the information and make sense of the information by creating an active mental representation.…”

“…This current study is parallel with the previous studies, which identify self-regulation as the key for the learners to maintain focus in online learning [15,43,47]. Self-regulation facilitates students to accomplish a task better by providing opportunities to reflect on their learning [48].…”

“…In this current study, some students felt mentally and physically exhausted. There are impacts of COVID-19 online learning on mental health [15]. However, it might be contributed by movement restrictions and fear of infection, also known as the quarantine effect.…”

“…Nevertheless, higher education, in general, felt the effect of restrictions due to the COVID-19 pandemic. The educators and students faced challenges in negotiating the technology (e.g., learning how to use the tele-conference application), limited resources (e.g., computer, mobile phone), limited facilities and accessibility (e.g., internet connectivity), and limited ability for effective skill development (e.g., hands-on demonstration and practice) [15]. The acceptance of technology use to substitute teaching and learning activities are also reported to be less desirable and creates conflict among the clients (i.e., patients), healthcare providers, educators, and even the public [16,17].…”