Factors Affecting Online Learning for Undergraduate Students in Medical Records Major, Mahidol University
6
Issued Date
2022-09-01
Resource Type
eISSN
26730235
Scopus ID
2-s2.0-85170705374
Journal Title
Journal of Multidisciplinary in Social Sciences
Volume
18
Issue
3
Start Page
71
End Page
78
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Multidisciplinary in Social Sciences Vol.18 No.3 (2022) , 71-78
Suggested Citation
Chongthawonsatid S. Factors Affecting Online Learning for Undergraduate Students in Medical Records Major, Mahidol University. Journal of Multidisciplinary in Social Sciences Vol.18 No.3 (2022) , 71-78. 78. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/90104
Title
Factors Affecting Online Learning for Undergraduate Students in Medical Records Major, Mahidol University
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
An efficient online teaching and learning system will influence the learning outcomes of students based on a variety of elements, such as the teacher, the student, the equipment, the technology, etc. This study's aims were to investigate the knowledge and understanding of lessons learned, teaching satisfaction, factors impacting online learning, challenges and suggestions for improving online teaching and learning management, and satisfaction with teaching. All the students enrolled in online courses of the Bachelor of Science Program in Medical Record during the first semester of the 2021 academic year were surveyed. The sample consisted of 108 participants who completed an online questionnaire (Google Form) and a focus group interview with representations of students from all courses (2 individuals each year, for a total of 8 individuals). The results indicated that the overall knowledge and comprehension of online learning lessons for all subjects averaged a 6.62 score (10 score), with the highest level of satisfaction being associated with online teach-ing. Statistics Multiple regression analysis revealed that both the students' and teachers' levels of preparedness increased over time. This resulted in an increase in lesson comprehension that was statistically significant at the 0.05 level. The student readiness variables and the teacher's readiness for teaching and learning were capa-ble of predicting the lessons' knowledge and comprehension. Student readiness (Beta = 0.485) and instructor readiness (Beta = 0.330) were highly predictive variables, together predicting 46.7 percent of the variance. The strategies for the development of online teaching and learning management systems should encourage teachers to be prepared for online teaching and learning. The use of Google Classroom in con-junction with the Webex program will assist in preparing teachers to use non-boring teaching techniques and modern technology to develop self-learning materials through E-learning or other knowledge sources such as Mux SPOC or MOOC, due to the fact that there are a variety of teaching styles and the ability to create content that can be applied to real-world situations. Teachers should promote connection or communication with their students.