FACTORS AFFECTING ONLINE DISTANCE LEARNING IN ADVANCED LIFE SUPPORT AMONG MEDICAL STUDENTS: A QUALITATIVE APPROACH BASED ON THE TECHNOLOGY ACCEPTANCE MODEL
Abstract
Abstract
In the borderless world of education, open distant learning (ODL) is becoming an essential tool in education. This study explored the factors that influence ODL in advanced life support (ALS) training. An exploratory qualitative study was conducted among final-year medical students in Klang Valley, Malaysia. The students have undergone learning ALS using a fully online distant approach. Focus group discussions (FGD) were held using semi-structured questions at the end of the training. Data were transcribed verbatim and analysed using thematic coding. Categories were derived based on the Technology Acceptance Model (TAM) which were perceived usefulness, ease of use, and attitude toward use. Thirty respondents participated in the study through purposive sampling. Five FGDs were conducted. A total of 12 themes were derived out of the three categories of TAM which were corrective feedback, scaffolding approach, repetition, internal motivation, self-efficacy, organised, personalised learning, technological advantage, enhance confidence, flexible learning, familiarity, and technical difficulties. Twelve key factors were identified influencing ODL in ALS learning. Among the important factors include corrective feedback, the scaffolding approach, the ability to engage in repetitive learning, internal motivation, ease of use, and increased confidence. They have significant impacts on students’ willingness to adopt and use ODL, hence ultimately influence its effectiveness. Educators should also consider these factors when designing and implementing online learning programmes.
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