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Medical Students’ Online Learning Perceptions, Online Learning Readiness, and Learning Outcomes during COVID-19: The Moderating Role of Teacher’s Readiness to Teach Online

Author

Listed:
  • Muddassar Sarfraz

    (College of International Students, Wuxi University, Wuxi 214105, China)

  • Ghulam Hussain

    (Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Lahore 54000, Pakistan)

  • Muhammad Shahid

    (Postgraduate Medical Institute, Ameer-ud-Din Medical College, Lahore General Hospital, Lahore 54000, Pakistan)

  • Amir Riaz

    (Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Lahore 54000, Pakistan)

  • Muhammad Muavia

    (Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Lahore 54000, Pakistan)

  • Yahya Saleem Fahed

    (Department of Pathology, Government Said Mitha Teaching Hospital, Lahore 54000, Pakistan)

  • Faiza Azam

    (Department of Pathology, Akhtar Saeed Medical and Dental College, Lahore 54000, Pakistan)

  • Mohammad Tallal Abdullah

    (Department of Orthopaedic Surgery, Continental Medical College, Lahore 54000, Pakistan)

Abstract

This study determined the direct and indirect effects of medical students’ online learning perceptions on learning outcomes via their readiness for online learning. It also determined the moderating effect of teachers’ online teaching readiness on medical students’ online learning perceptions and learning outcomes. We apply the theoretical lens of self-determination theory and constructivist theory to formulate hypotheses. We used self-administered and postal survey methods to collect data from fourth and fifth-year medical students on online learning perceptions, readiness for online learning, and learning outcomes in two waves. We also collected data from the teachers about their perceptions of online teaching readiness. We received 517 usable students’ responses (Level-1) and 88 usable teachers’ responses (Level-2). We tested Level-1 hypotheses about direct and indirect effects in Analysis of Moment Structures (AMOS), and a Level-2 hypothesis about moderating effect was tested using Hierarchical Linear Modeling (HLM). The results for the Level-1 hypotheses supported the positive effects of students’ online learning perceptions and readiness for online learning on learning outcomes. Student readiness for online learning significantly mediated the relationship between online learning perceptions and learning outcomes. HLM results also supported a moderating effect of teachers’ online teaching readiness on medical students’ online learning perceptions and learning outcomes in such a way that learning outcomes were high when students’ online learning perceptions and teachers’ online teaching readiness were high. Based on the study’s findings, we offer contributions to theory and practice.

Suggested Citation

  • Muddassar Sarfraz & Ghulam Hussain & Muhammad Shahid & Amir Riaz & Muhammad Muavia & Yahya Saleem Fahed & Faiza Azam & Mohammad Tallal Abdullah, 2022. "Medical Students’ Online Learning Perceptions, Online Learning Readiness, and Learning Outcomes during COVID-19: The Moderating Role of Teacher’s Readiness to Teach Online," IJERPH, MDPI, vol. 19(6), pages 1-20, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:6:p:3520-:d:772477
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    References listed on IDEAS

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    1. Jie Lou & Yulin Fang & Kai H. Lim & Jerry Zeyu Peng, 2013. "Contributing high quantity and quality knowledge to online Q&A communities," Journal of the American Society for Information Science and Technology, Association for Information Science & Technology, vol. 64(2), pages 356-371, February.
    2. Jie Lou & Yulin Fang & Kai H. Lim & Jerry Zeyu Peng, 2013. "Contributing high quantity and quality knowledge to online Q&A communities," Journal of the Association for Information Science & Technology, Association for Information Science & Technology, vol. 64(2), pages 356-371, February.
    3. Wahab Ali, 2020. "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic," Higher Education Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-16, September.
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    Cited by:

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    2. Mohd Shafie Rosli & Nor Shela Saleh & Azlah Md. Ali & Suaibah Abu Bakar, 2022. "Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps," Sustainability, MDPI, vol. 14(21), pages 1-21, November.
    3. Saeid Asgharzadehbonab & Arif Akkeleş & Hasan Ozder, 2022. "Students’ Academic Performance and Perceptions towards Online Learning during the COVID-19 Pandemic at a Large Public University in Northern Cyprus," Sustainability, MDPI, vol. 14(24), pages 1-16, December.
    4. Nóra Gombkötő & Iveta Štempeľová & Ondrej Takáč, 2024. "Evaluating Sustainable Online Education: A Cross-Disciplinary Analysis of IT Device Utilization among Slovakian and Hungarian University Students," Sustainability, MDPI, vol. 16(2), pages 1-28, January.

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