The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates

Rocío Martín-Valero, José-Manuel Pastora-Bernal, Lucía Ortiz-Ortigosa, María Jesús Casuso-Holgado, Veronica Pérez-Cabezas and Gema Teresa Ruiz-Párraga
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Rocío Martín-Valero: Department of Physiotherapy, Faculty of Health Sciences, University of Malaga, C/Arquitecto Francisco Peñalosa 3, Ampliacion de Campus de Teatinos, 29071 Malaga, Spain
José-Manuel Pastora-Bernal: Department of Physiotherapy, Faculty of Health Science, University of Granada, 18071 Granada, Spain
Lucía Ortiz-Ortigosa: Department of Physiotherapy, Faculty of Health Sciences, University of Malaga, C/Arquitecto Francisco Peñalosa 3, Ampliacion de Campus de Teatinos, 29071 Malaga, Spain
María Jesús Casuso-Holgado: Department of Physiotherapy, Faculty of Nursing, Physiotherapy and Podiatry, University of Seville, 41009 Seville, Spain
Veronica Pérez-Cabezas: Department of Nursery and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Cadiz, 11009 Cadiz, Spain
Gema Teresa Ruiz-Párraga: Department of Personality, Evaluation and Psychological Treatment, Faculty of Psychology, Institute of Biomedical Research of Malaga, University of Malaga, 29071 Malaga, Spain

IJERPH, 2021, vol. 18, issue 20, 1-11

Abstract: Massive open online courses (MOOCs) provide accessible and engaging information for Physical Therapy and Occupational Therapy students. The objective of this research was to determine the usefulness in improving academic performance and empathy in health sciences undergraduates, and to test a hypothetical model through structural equation analysis. This research was carried out using a descriptive and quasi-experimental design. It was conducted in a sample of 381 participants: 176 used a MOOC and 205 did not. The results of the Student’s t-test showed statistically significant differences in academic performance between the groups in favor of those students who had realized the MOOC. Participants carried out an evaluation rubric after taking MOOC. Statistically significant differences in empathy were also obtained between the pre (X = 62.06; SD = 4.41) and post (X = 73.77; SD = 9.93) tests. The hypothetical model tested via structural equation modeling was supported by the results. Motivation for the MOOC explained 50% of the variance. The MOOC (participation and realization) explained 58% of academic performance, 35% of cognitive empathy and 48% of affective empathy. The results suggest an association between higher realization and participation in a MOOC and higher levels of academic performance, and cognitive and affective empathy.

Keywords: empathy; MOOC; hypothetical model; learning; health sciences (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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