Dataset From " Factors affecting students’ eLearning at one South African medical school: A cross-sectional survey

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dc.citation.doiosf.io/8n3ysen_ZA
dc.contributor.authorIngratta, Argentina Maria
dc.contributor.authorGeorge, Ann
dc.contributor.authorLionel, Green-Thompson
dc.date.accessioned2019-01-29T13:36:30Z
dc.date.available2019-01-29T13:36:30Z
dc.date.issued2019-01-29
dc.descriptionData Description The data presented is from a survey that investigated the usage of information and communication technologies (ICT) for eLearning amongst the 2017 medical student population at Wits. Methods The methodology was a descriptive, cross-sectional, online and paper-based survey. It was distributed to a convenience sample of medical students at Wits. The survey was generated using REDCap (Research Electronic Data Capture) software. The target population was stratified by points in the curriculum in which there is a change due to the teaching and learning methodology being used or the addition of new students into the class. 1 First year (entry year; n=255) 2 Third year (when graduate entrants join the school leavers in the Graduate Entry Medical Programme (GEMP); n=350) 3 Sixth year (final year; n=319) medical students. Process A pilot study with 19 student volunteers was conducted starting in May 2017. Volunteers were recruited by students from MBBCh 5. Following the pilot study, the questionnaire was edited to reduce the length, enhance clarity and to ensure readability across a range of devices. The final survey consisted of seven sections: 1. information and consent (1 question), 2. demographic data (4 questions), 3. year of study (2 questions), 4. device ownership and 5. usage to support learning (12 questions), 6. access to and reliability of the internet connection (5 questions), 7. usage of the learning management system (2 questions), 8. BYOD (6 questions). In Section 4, students were also asked to place themselves on a 100-point scale bound by opposite terms designed to measure their attitude and disposition and attitude to technology as developed and validated in the ECAR study. Lower numbers indicate certain characteristics about disposition to use technology (reluctant user, late adopter, critic, technophobe) and attitudes towards technology usage (useless, burdensome, distraction), while higher numbers indicate more positive dispositions (enthusiast, supporter, early adopter, technophile) and attitudes (useful, beneficial, enhancement) towards ICT.en_ZA
dc.description.abstracten_ZA
dc.description.librarianNL2019en_ZA
dc.funderNRF Thandukaen_ZA
dc.identifier.citationIngratta, A. M., George, A., & Green-Thompson, L. (2019, January 29). Factors affecting students’ eLearning at one South African medical school: A cross-sectional survey. Retrieved from osf.io/8n3ysen_ZA
dc.identifier.urihttp://dx.doi.org/10.17605/OSF.IO/8N3YS
dc.identifier.urihttps://hdl.handle.net/10539/26344
dc.journal.titleBMC Medical Educationen_ZA
dc.language.isoenen_ZA
dc.orcid.idORCID logo http://orcid.org/0000-0002-9042-2279en_ZA
dc.publisherOpen Science Framework osf.io/8n3ysen_ZA
dc.rightsThe data in this paper is held under embargo but it is availible for peer review and the via a process of application to the data access commitee and ethics commitee for replicationen_ZA
dc.subjectResearch Subject Categories::MEDICINEen_ZA
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Nursing educationen_ZA
dc.subjecteLearning, ICT, medical students, student readiness, barriers to eLearningen_ZA
dc.titleDataset From " Factors affecting students’ eLearning at one South African medical school: A cross-sectional surveyen_ZA
dc.title.alternativeSurvey and interviews from A responsive e-learning system for the challenges facing health sciences educationen_ZA
dc.typeDataseten_ZA
ddi.analysisunitMedical Students’ readiness and willingness to adopt eLearning
ddi.cleanopsThis study is reported according to the Checklist for Reporting Results of Internet E-surveys . In addition Data from the paper-based surveys were manually entered into REDCap. There were no duplicate online entries. Data collected in REDCap was exported into Microsoft Excel® for cleaning. Incomplete questionnaires were removed. Quantitative data were analysed using Software: REDCap. IBM SPSS version 25, Microsoft Excel
ddi.colldate10 September 2017 - 7 November 2017 10-09-2017 – 07-11-2017
ddi.collmodeA descriptive, cross-sectional, online and paper-based survey Online survey generated using REDCap (Research Electronic Data Capture software. The paper-based survey was twelve pages long with an average of five questions per page. The online version was between 24 and 32 pages long depending on adaptive responses, with two questions per page. Students were able to review answers, go back if needed, and complete the online questionnaire at a later stage if desired (via a unique link). All questions were mandatory except for open-ended questions. The average completion time was 21 minutes (range: 7-54 minutes).
ddi.conditionsThe Human Research Ethics Committee of the Faculty of Health Sciences at Wits approved the study in April 2017 (Clearance certificate number M170340). A detailed information sheet and briefing were provided, and consent was implied by completion of the survey. The survey data can only be shared after application to this same committee to keep the ethical considerations intact
ddi.dataapprThe survey response rate was 48.5% (448/924) with a completion rate of 81% (364/448). The survey was administered in the learning environment by lecturers in that same space to students. It might have been influenced by setting
ddi.datacollectorArgentina Maria Ingratta Department of Internal Medicine, Helen Joseph Hospital, University of the Witwatersrand, Johannesburg, South Africa
ddi.datakindsurvey data, coded textual,
ddi.datatypeData presented is the Kruskal Wallis ANOVA test results , code books, variable list and original survey questionnaire.
ddi.descriptionThis study aimed to investigate the usage of ICT for eLearning amongst the 2017 medical student population at Wits: what types of ICT devices do students have access to, how are they using them, how frequently are they using them, and where are they using them to support their learning. The research investigated modes and acceptability of e-Learning for medical students. It was intended to address the debate that exists around whether students should bring their own devices or whether institutions should provide specific devices for their students. The focus was on the reported usage of information and communication technologies (ICT) for eLearning amongst the 2017 medical student population at Wits. . Quantitative data were analysed using frequency tables, custom tables, and the Kruskal Wallis ANOVA test. Responses to the open-ended questions were analysed using content analysis. 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.
ddi.distdate29 January 2019 29-01-2019
ddi.diststmtPaper submitted for peer review. Analysed Data is available on reasonable request, as determined by the data access and ethics committees. As this data forms part of a larger project, the files are under embargo for 6 years until the project is completed. However, the data is open for the purposes of peer review of conclusions that are being published. The data from this paper cannot be disseminated without permission from the
ddi.fundagTHUTHUKA FUNDING INSTRUMENT: 2017
ddi.geogcoverJohannesburg , South Africa, Southern Africa
ddi.geogcoverSuburb : Parktown: University of Witwatersrand
ddi.keywordusage , information and communication technologies (ICT), Devices, education , tertiary , medical, Digital divide
ddi.methodOnline survey generated using REDCap (Research Electronic Data Capture software. The paper-based survey was twelve pages long with an average of five questions per page. The online version was between 24 and 32 pages long depending on adaptive responses, with two questions per page. Students were able to review answers, go back if needed, and complete the online questionnaire at a later stage if desired (via a unique link). All questions were mandatory except for open-ended questions. The average completion time was 21 minutes (range: 7-54 minutes).
ddi.timemethCross-sectional, one year.
ddi.timeprd2017
ddi.universeMedical Students in The medical programme (MBBCh) . This is a six-year degree that “admits students into the programme through two routes – school entrants and graduate entrants” Students with a degree enter the Graduate Entry Medical Programme (GEMP) in the third year and continue with students who may have entered directly from school.( Teaching methodologies evolve from more didactic early in the programme, progressing to clinical clerkships by the final year. A decentralised clinical platform is used for the latter
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A responsive e-learning system for the challenges facing health sciences education