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

Muddassar Sarfraz, Ghulam Hussain, Muhammad Shahid, Amir Riaz, Muhammad Muavia, Yahya Saleem Fahed, Faiza Azam and Mohammad Tallal Abdullah
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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

IJERPH, 2022, vol. 19, issue 6, 1-20

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.

Keywords: students’ online learning perceptions (SOLPs); students’ readiness for online learning (SRFOL); learning outcomes (LO); teachers’ online teaching readiness (TOTR); medical education (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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