Search

Your search keyword '"Universidad de Málaga, PIE19-148"' showing total 2 results
Start Over Author "Universidad de Málaga, PIE19-148"
2 results on '"Universidad de Málaga, PIE19-148"'

1. The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates

Author

Universidad de Sevilla. Departamento de Fisioterapia, Universidad de Málaga, PIE19-148, Martín Valero, Rocío, Pastora Bernal, José Manuel, Ortiz-Ortigosa, Lucía, Casuso-Holgado, María Jesús, Pérez Cabezas, Verónica, Ruiz-Párraga, Gema Teresa, Universidad de Sevilla. Departamento de Fisioterapia, Universidad de Málaga, PIE19-148, Martín Valero, Rocío, Pastora Bernal, José Manuel, Ortiz-Ortigosa, Lucía, Casuso-Holgado, María Jesús, Pérez Cabezas, Verónica, and Ruiz-Párraga, Gema Teresa

Abstract

Massive open online courses (MOOCs) provide accessible and engaging information for Physical Therapy and Occupational Therapy students. The objective of this research was to determine the usefulness in improving academic performance and empathy in health sciences undergraduates, and to test a hypothetical model through structural equation analysis. This research was carried out using a descriptive and quasi-experimental design. It was conducted in a sample of 381 participants: 176 used a MOOC and 205 did not. The results of the Student’s t-test showed statistically significant differences in academic performance between the groups in favor of those students who had realized the MOOC. Participants carried out an evaluation rubric after taking MOOC. Statistically significant differences in empathy were also obtained between the pre (X = 62.06; SD = 4.41) and post (X = 73.77; SD = 9.93) tests. The hypothetical model tested via structural equation modeling was supported by the results. Motivation for the MOOC explained 50% of the variance. The MOOC (participation and realization) explained 58% of academic performance, 35% of cognitive empathy and 48% of affective empathy. The results suggest an association between higher realization and participation in a MOOC and higher levels of academic performance, and cognitive and affective empathy.

Published
2021

2. The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates

Author

Lucía Ortiz-Ortigosa, Gema T. Ruiz-Párraga, José-Manuel Pastora-Bernal, María Jesús Casuso-Holgado, Veronica Perez-Cabezas, Rocío Martín-Valero, Enfermería y Fisioterapia, Universidad de Sevilla. Departamento de Fisioterapia, and Universidad de Málaga, PIE19-148

Subjects
Occupational therapy, medicine.medical_specialty, Health, Toxicology and Mutagenesis, media_common.quotation_subject, Applied psychology, Empathy, MOOC, hypothetical model, Article, Structural equation modeling, Education, Distance, Academic Performance, Health Sciences, medicine, Humans, Learning, Students, Association (psychology), empathy, media_common, Hypothetical model, Motivation, learning, Massive open online course, health sciences, Public Health, Environmental and Occupational Health, Rubric, Cognition, Test (assessment), Medicine, Psychology
Abstract

Massive open online courses (MOOCs) provide accessible and engaging information for Physical Therapy and Occupational Therapy students. The objective of this research was to determine the usefulness in improving academic performance and empathy in health sciences undergraduates, and to test a hypothetical model through structural equation analysis. This research was carried out using a descriptive and quasi-experimental design. It was conducted in a sample of 381 participants: 176 used a MOOC and 205 did not. The results of the Student’s t-test showed statistically significant differences in academic performance between the groups in favor of those students who had realized the MOOC. Participants carried out an evaluation rubric after taking MOOC. Statistically significant differences in empathy were also obtained between the pre (X = 62.06; SD = 4.41) and post (X = 73.77; SD = 9.93) tests. The hypothetical model tested via structural equation modeling was supported by the results. Motivation for the MOOC explained 50% of the variance. The MOOC (participation and realization) explained 58% of academic performance, 35% of cognitive empathy and 48% of affective empathy. The results suggest an association between higher realization and participation in a MOOC and higher levels of academic performance, and cognitive and affective empathy., University of Malaga (UMA) for the Call for Educational Innovation Projects (PIE19-148), to the Call 2019-2021, Initiation Grant for Research from the UMA's Own Plan, in Modality A (Grade)

Published
2021

Catalog

Books, media, physical & digital resources
See catalog results