STUDENTS’ SATISFACTION WITH SELF-PACED E-LEARNING: EVIDENCE FROM A META-ANALYSIS

Jean Baptiste Habarurema, Raffaele Di Fuccio, Pierpaolo Limone, Muhammad Amin Nadim

Abstract


Self-paced modes of e-learning (SPL) are increasingly gaining traction in the current digitally-led educational contexts, producing mixed results. Some studies acknowledge the relevance of SPL in bridging learning space and time, providing students with greater flexibility in scheduling, user-friendly self-pacing of content, and increased autonomy, hence personalizing learning. Others strongly criticize SPL for its greater reliance on students’ self-regulating behaviors for success. The majority of these research is context-based, examining students’ self-reported satisfaction with SPL, specifically to assess whether SPL is commendable as an alternative to or be it blended with traditional instructor-led modes of learning (TIL). This raises major concern about the extent to which the aforementioned relevance of SPL is converted into learning outcomes, especially given students’ difficulty in developing and internalizing self-regulating behaviors. To date, the evidence that SPL contributes to addressing learning needs is yet unknown. To address this, a systematic review and meta-analysis were conducted to synthesize evidence from extant research that reported the prevalence of SPL satisfaction. The results showed that the overall pooled satisfaction prevalence is 0.83 (95% CI: 0.73 – 0.92), indicating that 83% of students experienced the learning practices of interest. Besides, the random-effects model produced an estimated average standardized mean difference of \hat{\mu} = 0.494 (95% CI: 0.278 – 0.710) and a significant average outcome difference from zero (z = 4.485, p < 0.0001) when comparing SPL with TIL, indicating that students preferred SPL over TIL, despite their reported insufficient self-regulating behavioral skills. It is suggested that teaching self-regulating behavioral strategies can improve learning outcomes in SPL contexts.


Keywords


Self-paced E-learning (SPL), learning Satisfaction, prevalence, meta-analysis.

Full Text:

PDF

References


Arambewela, R., & Hall, J. (2013). The interactional effects of the internal and external university environment, and the influence of personal values, on satisfaction among international postgraduate students. Studies in Higher Education, 38(7), 972–988. https://doi.org/10.1080/03075079.2011.615916

Barker, T. H., Migliavaca, C. B., Stein, C., Colpani, V., Falavigna, M., Aromataris, E., & Munn, Z. (2021). Conducting proportional meta-analysis in different types of systematic reviews: a guide for synthesisers of evidence. BMC Medical Research Methodology, 21(1), 1–9. https://doi.org/10.1186/s12874-021-01381-z

Begg, C. B., & Mazumdar, M. (1994). Operating Characteristics of a Rank Correlation Test for Publication Bias. Biometrics, 50(4), 1088. https://doi.org/10.2307/2533446

Camargo, C. P., Tempski, P. Z., Busnardo, F. F., de Arruda Martins, M., & Gemperli, R. (2020). Online learning and COVID-19: a meta-synthesis analysis. Clinics, 75, 1–4. https://doi.org/10.6061/clinics/2020/e2286

Carpenter, S. K., Witherby, A. E., & Tauber, S. K. (2020). On students’ (mis)judgments of learning and teaching effectiveness. Journal of Applied Research in Memory and Cognition, 9(2), 137–151. https://doi.org/10.1016/j.jarmac.2019.12.009

Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315(7109), 629–634. https://doi.org/10.1136/bmj.315.7109.629

Garrison, G. D., Baia, P., Canning, J. E., & Strang, A. F. (2015). An asynchronous learning approach for the instructional component of a dual-campus pharmacy resident teaching program. American Journal of Pharmaceutical Education, 79(2), 29. https://doi.org/10.5688/ajpe79229

Kim, D., Jung, E., Yoon, M., Chang, Y., Park, S., Kim, D., & Demir, F. (2021). Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC. Computers and Education, 166(February), 104171. https://doi.org/10.1016/j.compedu.2021.104171

Kornell, N. (2020). Why and how you should read student evaluations of teaching. Journal of Applied Research in Memory and Cognition, 9(2), 165–169. https://doi.org/10.1016/j.jarmac.2020.02.006

Korucu-Kış, S. (2022). Perspectives on a flipped ‘English language teaching methods course’ and the association of satisfaction with digital learner characteristics. Journal of Education for Teaching, 48(3), 364–377. https://doi.org/10.1080/02607476.2021.2005452

Li, K. C., & Wong, B. T. ming. (2022). Personalisation in STE(A)M education: a review of literature from 2011 to 2020. Journal of Computing in Higher Education, 186–201. https://doi.org/10.1007/s12528-022-09341-2

Li, S., Li, G., Liu, Y., Xu, W., Yang, N., Chen, H., … Jin, S. (2020). Development and assessment of a gastroscopy electronic learning system for primary learners: Randomized controlled trial. Journal of Medical Internet Research, 22(3). https://doi.org/10.2196/16233

Luginbuehl, H., Nabecker, S., Greif, R., Zuber, S., Koenig, I., & Rogan, S. (2023). Transforming traditional physiotherapy hands-on skills teaching into video-based learning. BMC Medical Education, 23(1), 1–8. https://doi.org/10.1186/s12909-023-04556-y

Mak, A. S., & Georges, A. (1997). Benefits of self-paced learning modules for teaching quantitative methods in environmental science. International Journal of Science Education, 19(7), 835–848. https://doi.org/10.1080/0950069970190707

Minnes, M. (2022). Designing TA Training for Computer Science Graduate Students: Remote and Self-paced Options for A Supported Introduction to Reflective Teaching. SIGCSE 2022 - Proceedings of the 53rd ACM Technical Symposium on Computer Science Education, 1, 752–758. https://doi.org/10.1145/3478431.3499342

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., … Group, P.-P. (2019). Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement. Japanese Pharmacology and Therapeutics, 47(8), 1177–1185.

Newman, J. R., Fink, J., Clough, L. A., & Johnston, S. (2021). Internal Medicine Clerkship ID Curriculum Flip: Will They Prefer to Pre-learn? Medical Science Educator, 31(6), 1751–1755. https://doi.org/10.1007/s40670-021-01384-x

Ning, D., Geng, H., Guan, J., Zhang, S., Wang, S., Li, S., & Jin, S. (2023). A novel approach to improving colonoscopy learning efficiency through a colonoscope roaming system: randomized controlled trial. PeerJ Computer Science, 9, 1–16. https://doi.org/10.7717/peerj-cs.1409

Noguera, I., Albó, L., & Beardsley, M. (2022). University students’ preference for flexible teaching models that foster constructivist learning practices. Australasian Journal of Educational Technology, 38(4), 22–39. https://doi.org/10.14742/ajet.7968

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. The BMJ, 372. https://doi.org/10.1136/bmj.n71

Rose, S. (2020). Medical Student Education in the Time of COVID-19. JAMA - Journal of the American Medical Association, 323(21), 2131–2132. https://doi.org/10.1001/jama.2020.5227

Schimming, L. M. (2008). Measuring medical student preference: A comparison of classroom versus online instruction for teaching PubMed. Journal of the Medical Library Association, 96(3), 217–222. https://doi.org/10.3163/1536-5050.96.3.007

Segal, G., Balik, C., Hovav, B., Mayer, A., Rozani, V., Damary, I., … Khaikin, R. (2013). Online nephrology course replacing a face to face course in nursing schools’ bachelor’s program: A prospective, controlled trial, in four Israeli nursing schools. Nurse Education Today, 33(12), 1587–1591. https://doi.org/10.1016/j.nedt.2012.12.009

Sohrabi, C., Alsafi, Z., O’Neill, N., Khan, M., Kerwan, A., Al-Jabir, A., … Agha, R. (2020). World Health Organization declares global emergency: A review of the 2019 novel coronavirus (COVID-19). International Journal of Surgery, 76(February), 71–76. https://doi.org/10.1016/j.ijsu.2020.02.034

Tangcheewinsirikul, S., Takkinsatian, P., Yenjabog, P., Sirimongkolchaiyakul, O., & Prempraparn, P. (2023). Medical students’ perception of online intensive pediatric review: an experimental cross-sectional study. BMC Medical Education, 23(1), 1–8. https://doi.org/10.1186/s12909-023-04757-5

Taylor, D., Grant, J., Hamdy, H., Grant, L., Marei, H., & Venkatramana, M. (2020). Transformation to learning from a distance. MedEdPublish, 9, 76. https://doi.org/10.15694/mep.2020.000076.1

Vavasseur, A., Muscari, F., Meyrignac, O., Nodot, M., Dedouit, F., Revel-Mouroz, P., … Mokrane, F. Z. (2020). Blended learning of radiology improves medical students’ performance, satisfaction, and engagement. Insights into Imaging, 11(1). https://doi.org/10.1186/s13244-020-00865-8

von Grünigen, S., Dessane, B., Le Pape, P., Falaschi, L., Geissbühler, A., & Bonnabry, P. (2023). Development and Evaluation of an e-Learning Module for Low- and Middle-Income Countries on the Safe Handling of Chemotherapy Drugs. Journal of Cancer Education, 38(1), 285–291. https://doi.org/10.1007/s13187-021-02113-z

Winstone, N. E., Ajjawi, R., Dirkx, K., & Boud, D. (2022). Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education, 47(7), 1524–1536. https://doi.org/10.1080/03075079.2021.1916909




DOI: https://doi.org/10.32043/gsd.v8i2.1115

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN: 2532-3296