Self Directed Learning Behaviour- Impact of E-Learning Activity on Students

Abstract

Introduction: Self-Directed Learning (SDL) skills are essential for medical graduates for enabling them to engage in continuous learning during their medical practice.Aim: To assess the impact of E-learning activity on SDL readiness among second year MBBS students.Materials and Methods: The single group pre-test/post-test experimental study was conducted at Andaman and Nicobar Islands Institute of Medical Sciences, Port Blair. The Self-Directed Learning Readiness Scale (SDLRS) was administered to 87 fifth semester MBBS students, after obtaining informed consent. The Google website- www.sites.google.com/view/e-learningpharmacology was created and an interactive Power Point presentation along with practice set was uploaded daily for six days. The students were instructed to visit the site daily and complete the practice questionnaire. Post-test and E-learning perception questionnaire was administered after completion of E-learning activity. The data analysed using Statistical Package for Social Sciences (SPSS) version 20 software.results: Total 87students (60% female and 40% male) participated. There was a statistically significant difference between total SDLRS scores (p<0.05) and other subscales i.e., Critical Self Evaluation (CSE) (0.007), Learning Self Efficacy (LSE) (0.003) and Effective Organisation of Learning (0.001) of the pre and post-test scores. For E-learning activity perception questionnaire, mode was observed to be 4 for 5 out of six items.conclusion: The results of the study showed that E-learning activity influences SDL readiness among students. The E-learning activity was well perceived by study participants.

Keywords

• blended teaching
• critical self-efficacy
• powerpoint
• self-learning