Muhammad Kundi

Revising the Paradigm: Relationship between eLearning and Achievement of Healthcare Research Scholars 

Ghulam Muhammad Kundi,  Qassim University, Al-Bukayriyah, Saudi Arabia

https://doi.org/10.9743/JEO.2023.20.3.15

Abstract

The objective of the study was to investigate the relationship between elearning and the academic achievement of research scholars in healthcare’s higher education institutions using multimediators. The study used a theoretical network approach for the review of the literature and the Barron & Kenny model for mediation. The study employed a quantitative deductive cross-sectional survey design. The sample size was 137 doctoral and master’s level researchers in healthcare’s higher education institutions. Convenient sampling was done. The study found that predictors explain significant variation in the criterion variable. The study reported that perception about elearning is a significant mediator between the use of learning and students’ academic achievement, the use of eLearning between eLearning and achievement, whereas partial mediation is shown by training and coaching facilities between the use of eLearning and achievement. The study found that computer experience was insignificant for more than three variables, i.e., eLearning, Training and Coaching Facilities, Use of eLearning, and Students’ Academic Achievement. Except for Perception about eLearning, the rest of the demographics have a significant role. The study recommends following the principles of end-user computing, usefulness, and ease of use in developing elearning systems. Moreover, developers should not play down the orgware and peopleware to give technology a human face to avoid disturbances, resistance, and failures.

Keywords: elearning, perceptions about elearning, training and coaching facilities, use of elearning, students’ academic achievement


Viewed 271 times