eLearning readiness of medical students from the University of the Witwatersrand

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dc.contributor.authorIngratta, Argentina Maria
dc.date.accessioned2019-09-05T11:19:42Z
dc.date.available2019-09-05T11:19:42Z
dc.date.issued2019
dc.descriptionA research report submitted to the University of the Witwatersrand, Johannesburg in fulfillment for the requirements of the degree of Master of Medicine 2019en_ZA
dc.description.abstractBackground Globally the usage of eLearning in medical education is increasing. A shift towards more technology-based learning is anticipated in the medical curriculum review currently underway at the University of the Witwatersrand (Wits), Johannesburg, South Africa. This study investigated the usage of information and communication technologies (ICT) for eLearning amongst the 2017 medical student population at Wits. This information could inform the feasibility of moving towards more ICT-based learning and introducing a ‘bring your own device’ (BYOD) policy. Methods A cross-sectional survey was circulated to a convenience sample of first (n=255), third (n=350) and final year (n=319) students drawn from the six-year medical programme (MBBCh). Students were asked about what devices they had access to, how they used them for learning, and about obstacles to using their devices for learning. The survey included both closed- and open-ended questions. Quantitative data were analysed using descriptive and inferential statistics. Responses to the open-ended questions were analysed using content analysis. Summary of results The survey response rate was 48.5% (448/924) with a completion rate of 81% (364/448). Most students (99%) owned internet-capable devices and regarded their laptop (91.5%), smartphone (87%) and tablets (64%) as important to their academic success. The majority of students (79.1%) were willing to use their own device(s) at the university. The respondents displayed predominantly positive attitudes and dispositions to ICT, with about half stating that they engaged more with courses that use ICT. More than 90% of respondents would prefer some degree of online teaching and learning. Perceived barriers to eLearning included poor internet connectivity; device features, especially battery life; concerns about safety and security; high data costs; and insufficient usage of eLearning by teaching staff to warrant students bringing their own devices. Conclusions Medical students at Wits own, value, and are willing to use their ICT devices for learning. However, the University needs to address the unreliable internet connectivity, high data costs, and safety and security concerns when using devices on campuses before eLearning can be implemented more effectively. From a student perspective, BYOD is feasible provided these barriers are addressed.en_ZA
dc.description.librarianMT 2019en_ZA
dc.identifier.urihttps://hdl.handle.net/10539/28032
dc.language.isoenen_ZA
dc.titleeLearning readiness of medical students from the University of the Witwatersranden_ZA
dc.typeThesisen_ZA
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