Journal article
South African health sciences students’ perspectives on utilisation, constraints and future possibilities of mHealth and e-Learning
- Abstract:
- The global COVID-19 pandemic has added considerable complexity to the education and training of health care professionals as well as patient care. Literature suggests that e-Learning and mobile health (mHealth) technologies have great potential, but research studies are sparse, especially in low- to middle-income countries. The paper presents South African health science students’ perceptions of the importance, relevance, constraints and future possibilities of e-Learning and mHealth. Students from five universities participated in a modified Delphi. The first phase of student focus groups and interviews (n = 5), established baseline experiences and perceptions of e-Learning and mHealth during and post-COVID-19. These findings informed the design of an online survey (n = 155) for the second phase of the study. The majority of students were familiar with e-Learning, less so with mHealth; however most believed both to be a beneficial complement to theoretical and clinical teaching. Reasons for an integrated Learning Management System (LMS), also known as virtual learning environments, include increased flexibility, access and enhanced learning; and issues of anxiety, reduced interactivity, an absence of context and a lack of discipline- or profession-specific features as reasons against. The perceived importance of particular features of e-Learning and mHealth tools were highlighted. These findings will contribute to the redesign of online work-integrated curricula and the development of an inclusive, student-centred, health sciences-specific integrated and multi-modal LMS directed towards student-centred learning while addressing concerns around the digital divide and social justice.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Version of record, pdf, 1.4MB, Terms of use)
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- Publisher copy:
- 10.1007/s44217-023-00045-y
Authors
- Publisher:
- Springer Nature
- Journal:
- Discover Education More from this journal
- Volume:
- 2
- Issue:
- 1
- Article number:
- 24
- Publication date:
- 2023-08-18
- Acceptance date:
- 2023-08-11
- DOI:
- EISSN:
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2731-5525
- Language:
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English
- Keywords:
- Pubs id:
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1510334
- Local pid:
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pubs:1510334
- Deposit date:
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2023-08-21
Terms of use
- Copyright holder:
- Noorbhai et al
- Copyright date:
- 2023
- Rights statement:
- © The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Licence:
- CC Attribution (CC BY)
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