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Students' acceptance to distance learning during Covid-19: the role of geographical areas among Indonesian sports science students.

ABSTRACT: This study was conducted to investigate the perspectives of sports science students on factors affecting distance learning in the setting of Indonesian higher education institutions (HEIs). This study proposed an extended technology acceptance model (TAM) with eight variables; experience, enjoyment, self-efficacy, perceived ease of use, perceived usefulness, attitude, intention to use, and actual use. An online survey was used to collect data from 1291 respondents. The structural model was examined through the partial least square structural equation modeling (PLS-SEM). The multi-group analysis (MGA) was conducted to understand the role of geographical areas in moderating all hypothetical relationships. The findings show that the respondents were not excited about online learning due to weak means (below 3) for most items of five variables; enjoyment, perceived ease of use, perceived usefulness, attitude, and intention to use. All relationships were supported except the relationship between experience and perceived usefulness. The strongest significant relationship emerged between intention to use and actual use. Meanwhile, the least significant relationship was found between self-efficacy and perceived usefulness. Three out of 12 hypotheses were confirmed regarding the differences of geographical areas (rural and urban) regarding all relationship paths. The findings add to a deeper understanding of the acceptability of distance learning during pandemics like COVID-19.

SUBMITTER: Syahruddin S

PROVIDER: S-EPMC8477191 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the pre-school, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of "a garden" that students drew both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterward characterized the level of change between paired graphic representations. Sample size was of 24-19-25-29 pairs per stage, respectively. Across all stages, an overall improvement in students' graphic expression was observed, which can be attributed to their experience in the space. At the pre-school stage, the garden favored the establishment of some simple cause-effect relationships which were consolidated at the primary stage, and provided a climate of motivation and affectivity that was evident in the final drawings, given the enormous quantity of details represented, the level of the finished product, and the careful combination and variety of colors. The presence of elements related to water notably increased in final graphic representations from pre-school, primary, and secondary education, thus evidencing that the use of gardens facilitates an approach to responsible water management. At the university stage, students initially demonstrated good knowledge of conventional agriculture, while the gardening experience -which was based on permaculture practices- helped evolve their ideas toward an alternative model of cultivation. The most prevalent science learning across all stages was related to plant knowledge, particularly to their anatomical traits and diversity. Finally, the role of educational gardens as models for students was evidenced, which suggests the importance of teachers and institutions carefully considering which model to offer. Overall, our results support the legitimacy of incorporating gardens to educational centers, particularly for promoting contact with live plants and plant knowledge, and potentially for promoting contact with garden fauna and activities oriented toward learning about it.

Project description:BackgroundThe cost of university presents various challenges with regards to students' daily learning activities. This is particularly evident in developing countries, where higher education students face acute financial problems that greatly affect their daily educational activities. In Ethiopia, public university students do benefit from governmental cost-sharing programs. Moreover, health sciences students have additional costs during their clinical placements that are above the common expenses for university students.ObjectivesAuthors aim to explore the challenges that undergraduate health sciences students in their clinical year face with limited pocket money, as well as how students perceive these limited funds affecting their learning activities and their ability to meet challenges.MethodsThis descriptive qualitative study was conducted at the Department of Medical Radiologic Technology, College of Health Sciences, at Addis Ababa University in Ethiopia. Interviews were conducted between January 28, 2019 and February 1, 2019 with twelve students; and only ten participants were included in the study. The semi-structured questions explored participants' experiences and perceptions regarding the challenges of a lack of pocket money and its impacts on their learning activities. Their reaction to financial challenges was assessed.ResultsFour themes that are related to the impact of a lack of money on learning activities emerged from our interviews. First, students believed that their difficulty in obtaining pocket money from family or other funding sources contributed to their financial stress, which negatively impacted their learning. Moreover, their difficulty in affording the basic needs for a student greatly affected their learning abilities in the classroom as well as in their clinical placements. The ability to self-manage was also a significant concern for students, with the pressure to use self-control and proper money management adding to their financial stress. Lastly, students observed that the lack of pocket money affected their ability to make social connections at university, which they saw as negatively impacting their learning abilities.ConclusionEthiopian undergraduate health sciences students faced many challenges due to the lack of pocket money and these challenges affected student learning both directly or indirectly. Based on our data, we believe that the underlying causes of student financial hardship can be addressed by increasing public awareness of university expenses, clarifying the cost-sharing system to the public, redesigning the cost-sharing policy, and improving university services. Additionally, teaching students self-management skills is also another area that could increase student success.

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Students' acceptance to distance learning during Covid-19: the role of geographical areas among Indonesian sports science students.

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