Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model
- PDF / 817,628 Bytes
- 9 Pages / 595.276 x 790.866 pts Page_size
- 58 Downloads / 164 Views
RESEARCH ARTICLE
Open Access
Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model Seyyed Mohsen Azizi1 , Nasrin Roozbahani2
and Alireza Khatony3*
Abstract Background: Blended learning is a new approach to improving the quality of medical education. Acceptance of blended learning plays an important role in its effective implementation. Therefore, the purpose of this study was to investigate and determine the factors that might affect students’ intention to use blended learning. Methods: In this cross-sectional, correlational study, the sample consisted of 225 Iranian medical sciences students. The theoretical framework for designing the conceptual model was the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Venkatesh et al. (2012) proposed UTAUT2 as a framework to explain a person’s behavior while using technology. Data were analyzed using SPSS-18 and AMOS-23 software. Structural equation modeling technique was used to test the hypotheses. Results: The validity and reliability of the model constructs were acceptable. Performance Expectance (PE), Effort Expectance (EE), Social Influence (SI), Facilitating Conditions (FC), Hedonic Motivation (HM), Price Value (PV) and Habit (HT) had a significant effect on the students’ behavioral intention to use blended learning. Additionally, behavioral intention to use blended learning had a significant effect on the students’ actual use of blended learning (β = 0.645, P ≤ 0.01). Conclusion: The study revealed that the proposed framework based on the UTAUT2 had good potential to identify the factors influencing the students’ behavioral intention to use blended learning. Universities can use the results of this study to design and implement successful blended learning courses in medical education. Keywords: Blended learning, UTAUT2, Medical education, Students
Background Blended learning can be useful and effective in teaching clinical skills and medical education [1–4]. This approach is a good platform for linking theory and practice in the teaching-learning process [5]. Blended learning or hybrid learning is defined as the systematic integration of face-to-face learning and online learning [6–10]. In the blended learning environment, blending the online * Correspondence: [email protected] 3 Clinical Research Development Center of Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran Full list of author information is available at the end of the article
and face-to-face elements should be purposeful. Purposeful blending is defined as blending the tools, methods and technologies to accomplish educational purposes [11]. Some researchers use delivery medium, teaching place, teaching type and synchronicity dimensions to identify blended learning environments. Delivery medium indicates whether education is provided by the technology or the teacher. Teaching place shows whether students receive education in the classroom or online. Teaching type indicates whether content presentation (cont
Data Loading...
