Performance and Perceptions of Low-and High-Engagement Medical Technology Students through Flipped-Ubiquitous Learning
Issued Date
2025-01-01
Resource Type
eISSN
20103689
Scopus ID
2-s2.0-105009045813
Journal Title
International Journal of Information and Education Technology
Volume
15
Issue
6
Start Page
1235
End Page
1247
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Information and Education Technology Vol.15 No.6 (2025) , 1235-1247
Suggested Citation
Loharungsikul S., Eumbunnapong K., Panjaburee P., Komalawardhana N. Performance and Perceptions of Low-and High-Engagement Medical Technology Students through Flipped-Ubiquitous Learning. International Journal of Information and Education Technology Vol.15 No.6 (2025) , 1235-1247. 1247. doi:10.18178/ijiet.2025.15.6.2327 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/111057
Title
Performance and Perceptions of Low-and High-Engagement Medical Technology Students through Flipped-Ubiquitous Learning
Corresponding Author(s)
Other Contributor(s)
Abstract
Mastering medical principles, laboratory methods, and interpreting test results poses a significant challenge for medical technology students, particularly when traditional instructional methods limit opportunities for flexible and self-paced learning. To address this issue, this study aimed to enhance teaching time efficiency and improve learning outcomes by transforming traditional instruction into an online-based flipped-ubiquitous learning environment. This innovative approach provided students with flexible, repeated access to key immunology topics anytime and anywhere. The study evaluated the impact of this learning environment on the performance and perceptions of 66 medical technology students enrolled in a fundamental immunology course at a university. An experimental research design was implemented, incorporating pre-and post-test assessments, laboratory evaluations, and a learning perception questionnaire. Repeated measures analysis revealed that the flipped-ubiquitous learning environment significantly improved students’ performance. Moreover, students with higher levels of self-engagement exhibited greater performance improvements compared to their lower-engagement peers. Questionnaire responses further indicated positive student perceptions of the learning approach, suggesting that favorable attitudes may contribute to enhanced learning outcomes. The findings highlight the importance of fostering self-engagement and optimizing online learning strategies to support medical technology students in mastering essential knowledge and skills. Recommendations are provided to guide the effective implementation of similar learning models in medical education.