Mobile Learning as a Solution for Restricted Learning during the COVID-19 Pandemic

Bacolod, Donnalyn Blacer

doi:10.21601/jdet/11584

Cited by 16 publications

(23 citation statements)

References 17 publications

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“…Thom e et al (2019) confirmed a favourable relationship between epistemic value and buying decision making. According to Bacolod (2022), effective online pedagogy played important role in mobile learning during restricted learning caused by pandemic which supports our current study result that perception of value generated from pedagogical aspects is important for MOOC CI.…”

Section: Discussionsupporting

confidence: 86%

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

Dastane

Haba

2023

IJILT

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PurposeThe purpose of the study is to identify drivers of mobile massive open online course (MOOC) continuous intention (CI) through the lenses of customer perceived value (CPV) theory. Consumer choice is successfully explained by CPV, but lesser attention is given to linking the theory to the mobile MOOC context whereby the majority of theories have adopted approaches like technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), etc.Design/methodology/approachA mix-method approach was employed. Study A (qualitative), explores context-specific perceived value (PV) dimensions using nethnographic analysis of 627 learner reviews on Corsera app. Study B (quantitative), collects primary data by administering a questionnaire based on dimensions, and 231 responses were then analysed using structural equation modelling.FindingsThe results revealed that three context-specific PVs (i.e. pedagogy, interface and content) have a positive and significant impact on CI. Pedagogy value is a chief driving force of mobile MOOC CI followed by content value. Ubiquity value demonstrated insignificant impact.Practical implicationsThe findings provide insights for MOOC apps and their developers for formulating better value propositions for ensuring sustainable business which may result in gaining a higher share in the growing mobile learning market.Originality/valueThis study bridges an important gap in mobile MOOC literature by providing a novel approach to investigating what drives mobile MOOC CI through the lenses of CPV theory. It is the first study investigating mobile MOOC CI through the specific CPV dimensions identified by employing a mixed-method approach. The study formulates a conceptual framework that may serve as a foundation for future research on mobile MOOCs for which literature is relatively scant.

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Section: Discussionsupporting

confidence: 86%

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

Dastane

Haba

2023

IJILT

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“…Therefore, the preparation for mobile learning would be important to manage future global threats [11]. This finding is in agreement with Bacolod's (2022) findings which showed mobile learning as a crucial learning tool and agreed about its importance during pandemic despite some difficulties in implementation [12]. These findings further support the idea that m-learning is very helpful in improving the study gap during COVID-19 pandemic and education policymakers must incorporate mobile learning technology in educational systems [13].…”

Section: Plos Onesupporting

confidence: 84%

Medical students’ perceptions towards distance e-Learning in gynecology ward during the COVID-19 pandemic

et al. 2023

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Introduction The coronavirus disease 2019 (COVID-19) pandemic has caused serious public health problems and compromised the health of individuals and communities. This study aimed to evaluate a Distance e-Learning from the perspective of medical students in the Gynecology ward during the COVID-19 Pandemic. Material and methods This cross-sectional study was conducted at the Iran University of Medical from the September 2020 to September 2021. The study sample included 130 medical students who participated in distance training courses in the gynecology ward during the COVID-19 pandemic. All medical students were included for the study. Medical students (externs and interns), who received Distance eLearning in the gynecology ward during the study, were included. The self-administered questionnaire was used in this study. Questionnaires was developed through literature review and consultation with gynecology and eLearning experts. Face and content validity was established by eight experts. Internal consistency was assessed with Cronbach’s alpha. Results The questionnaire was sent to 170 medical students. Of the 130 respondents 65% were female and 35% were male. There were 57 (43.8%) externs and 73 (56.2) interns. Most students agreed that mobile devices increase their learning and home is the preferred place for participation in DE. Most students (66.9%) either strongly disagreed or disagreed that Distance e-Learning was an appropriate method for learning basic clinical skills.72.3% of respondents strongly disagreed or disagreed that Distance e-Learning provided them an opportunity to practice clinical skills effectively. Most medical students (69.3%) strongly agreed or agreed that Distance e-Learning created more opportunities to apply theoretical knowledge directly to medical practice. Discussion The results of the online survey suggest that medical students have found both positive and negative aspects of clinical learning by DEL format in Gynecology ward.

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“…Although students have this literacy in computers, seemingly, it does not solve the problem of students if they have learned in the conduct of online learning. In the study of (Bacolod, 2022), it was revealed that both students and teachers still find learning difficulties in their online classes, and this can be traced to their previous learning environment, in which they got direct face-to-face instruction and were aided by the teacher compared to the online learning which is most of the time is self -learning.…”

Section: Discussionmentioning

confidence: 99%

Online learning attitudes and basic computer literacy of teacher education students

Ferrer

Corres

2022

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<div><p>This study was conducted to evaluate the online learning attitudes and the basic computer literacy of the College of Teacher Education of the Ilocos Sur Polytechnic State College, Philippines during the school year 2021 - 2022. The descriptive survey method that employed inferential statistics with a self-constructed questionnaire as the data gathering instrument with a reliability coefficient of 0.83. Total enumeration was used with 351 respondents. The findings revealed that the majority are females, they are in their first year, pursuing a degree in secondary education, lived in rural areas, and belonged to low-income families. Most of them were using smartphones, prepaid cards for their internet subscription which they sometimes experienced high-frequency signals, and were very proficient in their basic computer literacy. Along with cognition, students often experienced difficulties focusing their minds. The main problems in affective were feelings of isolation and lack of interaction. The psychomotor attitudes arise from the elimination of the actual practice. The income of parents and the location of the residence are factors in online resources. The variables in the online resources can affect their attitudes toward learning.</p><p><strong>Keywords</strong>: Learning attitudes, Online resources, Computer literacy, Learning attitudes<strong></strong></p></div>

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Mobile Learning as a Solution for Restricted Learning during the COVID-19 Pandemic

Cited by 16 publications

References 17 publications

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

What drives mobile MOOC's continuous intention? A theory of perceived value perspective

Medical students’ perceptions towards distance e-Learning in gynecology ward during the COVID-19 pandemic

Online learning attitudes and basic computer literacy of teacher education students

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