Self-directed learning: Alternative for traditional classroom learning in undergraduate ophthalmic education during the COVID-19 pandemic in China

Chen, Lin; Tang, Xiao-Jiao; Liu, Qing; Zhang, Xuan

doi:10.1016/j.heliyon.2023.e15632

Cited by 13 publications

(8 citation statements)

References 31 publications

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“…The results of this study are consistent with previous research conducted by Ames and Archer [38], Faisal and Eng [39], Zhang et al [40], and Chen et al [41], which indicate that the self-directed learning dimension has an impact on the consistency of online learning attitudes. Therefore, self-directed learning is a crucial dimension that determines learners' learning behavior in online learning environments and affects their online learning attitudes.…”

Section: Results Of the Analysis Of Each Dimensionsupporting

confidence: 92%

“…Since learners' self-directed learning affects their motivation [33][34][35][36][37], learning attitudes [38][39][40][41], learning effectiveness [38,[42][43][44][45][46], and that learning attitudes affect motivation [47][48][49], self-directed learning [44,50,51], learning engagement [52,53], learning satisfaction [54,55] and learning effectiveness [38,[55][56][57]. Therefore, there is no consistent conclusion on the relationships between self-directed learning and online learning attitudes, and there are many different indicators of self-directed learning and online learning attitudes, and measuring self-directed learning and online learning attitudes requires one to consider multiple quantitative and qualitative criteria [3].…”

Section: Introductionmentioning

confidence: 99%

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Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning

2023

Sustainability

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The global COVID-19 pandemic has disrupted traditional learning methods, leading to a surge in online learning. It has been found that the low course completion and performance are associated with online learning. There has been increasing and urgent necessity to identify effective and decisive ways to address these challenges. Self-directed learning and online learning attitudes are key factors that influence learning behavior and outcomes, while the general traditional statistical method often does not perform well in identifying those categories. To fill the gap, this study applies the fuzzy Delphi method and the fuzzy decision-making trial and evaluation laboratory (DEMATEL) method to clarify and analyze the relationship of influence among indicators of self-directed learning and online learning attitudes, develop a cause–effect model, and ultimately identify an effective and decisive strategy for improving online learning. According to the cause–effect relationship among indictors, the computer/smartphone and internet confidence, computer/smartphone usage, and computer/smartphone preference are the three decisive strategical ways for online learning. To improve learners’ attitudes towards online learning, teachers need to develop or improve students’ computer/smartphone and internet confidence, computer/smartphone usage skills, and develop their self-directed learning abilities to inspire and increase their willingness and ability to participate effectively in online courses. Moreover, this study first applies the fuzzy DEMATEL method to assess, analyze and develop a causal model of self-directed learning and online learning attitudes for academics to further explore and confirm the complex interrelationships among the key learning behaviors of online learners.

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Section: Results Of the Analysis Of Each Dimensionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning

2023

Sustainability

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“…The present study examined the acceptance and adoption of ITSs among Chinese medical students due to an increasing integration of ITSs in Chinese medical education (L. Chen et al, 2023). Understanding how various personal factors are likely to influence Chinese medical students' acceptance and adoption of ITSs will provide Chinese medical educators actionable knowledge so that strategies can be designed to specifically target one or more factors to improve them with the ultimate aim of helping Chinese medical students learn more effectively through ITSs.…”

Section: The Present Study and Hypothesesmentioning

confidence: 99%

“…Identifying these factors is important for two reasons. First, ITSs have been increasingly implemented in Chinese medical education to prepare medical graduates with essential lifelong and self-directed learning skills, which are critical for doctors (L. Chen et al, 2023). Furthermore, unlike in the United States of America, where medical degrees are available only at the graduate level (Mowery, 2015), medical degrees in China are offered mostly to secondary school leavers (Ministry of Education of the People's Republic of China, 2020; W. Wang, 2021).…”

Section: Introductionmentioning

confidence: 99%

Factors affecting Chinese undergraduate medical students’ behavioural intention and actual use of intelligent tutoring systems

Han

2024

AJET

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This study examined Chinese undergraduate medical students’ acceptance and adoption of intelligent tutoring systems (ITSs) using the general extended technology acceptance model for e-learning via a Likert-scale questionnaire. Specifically, it examined the relations between the five antecedents and the four core components in the model (i.e., perceived usefulness (PU), perceived ease of use (PEOU), behavioural intention and actual use of ITSs). The results of PLS-SEM showed that perceived enjoyment was the most influential antecedent as it significantly impacted both PU and PEOU. Both self-efficacy and prior experience only significantly contributed to PEOU but not PU. Both PU and PEOU significantly and positively predicted behavioural intention, which in turn had a significant and positive path to actual use. The results provide some practical implications to teachers as to how to encourage Chinese undergraduate medical students’ adoption of ITSs: by integrating some gamification elements into the learning activities in ITSs to foster students’ enjoyable feelings or familiarising students with using ITSs so that they can quickly adapt to learning through them. This could be achieved by providing guidance in using ITSs via videos, websites or booklets, or at the beginning of the course, inviting senior students to share their perceived advantages and usefulness of using ITSs. Implications for practice or policy: Because of the importance of perceived enjoyment, teachers may integrate some gamification into the learning activities in ITSs to nurture students’ enjoyable feelings. To enable students to quickly accommodate learning via ITSs, institutions may provide students with information on common features of ITSs or how to navigate a specific ITS. Teachers may explicitly explain how learning objectives can be better achieved through using an ITSs so that students will appreciate its usefulness.

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“…The lockdown and the shift from a mixed face-to-face and online teaching (in the best cases) to a fully online environment caused a sudden change and an immediate need for technological adaptation. Literature can be found discussing different approaches and evaluating the consequences of this adaptation, see, for example, [25][26][27][28][29]. After the pandemic, many digital elements remained, while others slowly faded away.…”

Section: Introductionmentioning

confidence: 99%

ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics

Sánchez-Ruiz,

Moll-López,

Nuñez-Pérez

et al. 2023

Applied Sciences

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This research aims to explore the potential impact of the ChatGPT on b-learning methodologies in engineering education, specifically in mathematics. The study focuses on how the use of these artificial intelligence tools can affect the acquisition of critical thinking, problem-solving, and group work skills among students. The research also analyzes the students’ perception of the reliability, usefulness, and importance of these tools in academia. The study collected data through a survey of 110 students enrolled in a Mathematics I course in BEng Aerospace Engineering where a blended methodology, including flipped teaching, escape room gamification, problem-solving, and laboratory sessions and exams with a computer algebraic system were used. The data collected were analyzed using statistical methods and tests for significance. Results indicate students have quickly adopted ChatGPT tool, exhibiting high confidence in their responses (3.4/5) and general usage in the learning process (3.61/5), alongside a positive evaluation. However, concerns arose regarding the potential impact on developing lateral competencies essential for future engineers (2.8/5). The study concludes that the use of ChatGPT in blended learning methodologies poses new challenges for education in engineering, which requires the adaptation of teaching strategies and methodologies to ensure the development of essential skills for future engineers.

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Self-directed learning: Alternative for traditional classroom learning in undergraduate ophthalmic education during the COVID-19 pandemic in China

Cited by 13 publications

References 31 publications

Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning

Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning

Factors affecting Chinese undergraduate medical students’ behavioural intention and actual use of intelligent tutoring systems

ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics

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