Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

Detalhes bibliográficos
Autor(a) principal: Costa, A
Data de Publicação: 2019
Outros Autores: Olsson, IAS
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://hdl.handle.net/10216/133834
Resumo: Different online courses and training programs in Laboratory Animal Science (LAS) have emerged across Europe in recent years. E-learning appears to be a promising solution to achieve flexibility in training while meeting the quality criteria of demanding programs in short training periods. However, little is known about how students perceive e-learning in this context, and there is also a lack of specific and valid instruments to measure this perception. Within an exploratory study framework, the e-learning perception of 229 participants in 15 courses in Portugal using two different online training formats, flipped classroom and full online theoretical training, was assessed. For this purpose, the Questionnaire of E-learning Acceptance (QELA), a 32-item accordance Likert-type scale comprising five subscales was developed to explore the following: how participant perceive e-learning, satisfaction with organization and contents, perception of e-learning relevance for the time management, and its influence for practical training. In general, e-learning was well accepted and perceived to work well and be useful by the majority of courses participants, independently of the course level and e-learning format approach. These results indeed suggest that integration of e-learning is useful in LAS training. We also propose the QELA as a starting point for development and implementation of specific instruments to assess e-learning acceptance in LAS across a wider range of geographical and training contexts.
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spelling Students’ acceptance of e-learning approaches in Laboratory Animal Science TrainingBlended learningE-learningFlipped classroomLaboratory animal science trainingTeaching and trainingDifferent online courses and training programs in Laboratory Animal Science (LAS) have emerged across Europe in recent years. E-learning appears to be a promising solution to achieve flexibility in training while meeting the quality criteria of demanding programs in short training periods. However, little is known about how students perceive e-learning in this context, and there is also a lack of specific and valid instruments to measure this perception. Within an exploratory study framework, the e-learning perception of 229 participants in 15 courses in Portugal using two different online training formats, flipped classroom and full online theoretical training, was assessed. For this purpose, the Questionnaire of E-learning Acceptance (QELA), a 32-item accordance Likert-type scale comprising five subscales was developed to explore the following: how participant perceive e-learning, satisfaction with organization and contents, perception of e-learning relevance for the time management, and its influence for practical training. In general, e-learning was well accepted and perceived to work well and be useful by the majority of courses participants, independently of the course level and e-learning format approach. These results indeed suggest that integration of e-learning is useful in LAS training. We also propose the QELA as a starting point for development and implementation of specific instruments to assess e-learning acceptance in LAS across a wider range of geographical and training contexts.Sage20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10216/133834eng0023-677210.1177/0023677219879170Costa, ACosta, AOlsson, IASinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-29T12:36:07Zoai:repositorio-aberto.up.pt:10216/133834Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T23:23:18.379952Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Students’ acceptance of e-learning approaches in Laboratory Animal Science Training
title Students’ acceptance of e-learning approaches in Laboratory Animal Science Training
spellingShingle Students’ acceptance of e-learning approaches in Laboratory Animal Science Training
Costa, A
Blended learning
E-learning
Flipped classroom
Laboratory animal science training
Teaching and training
title_short Students’ acceptance of e-learning approaches in Laboratory Animal Science Training
title_full Students’ acceptance of e-learning approaches in Laboratory Animal Science Training
title_fullStr Students’ acceptance of e-learning approaches in Laboratory Animal Science Training
title_full_unstemmed Students’ acceptance of e-learning approaches in Laboratory Animal Science Training
title_sort Students’ acceptance of e-learning approaches in Laboratory Animal Science Training
author Costa, A
author_facet Costa, A
Olsson, IAS
author_role author
author2 Olsson, IAS
author2_role author
dc.contributor.author.fl_str_mv Costa, A
Costa, A
Olsson, IAS
dc.subject.por.fl_str_mv Blended learning
E-learning
Flipped classroom
Laboratory animal science training
Teaching and training
topic Blended learning
E-learning
Flipped classroom
Laboratory animal science training
Teaching and training
description Different online courses and training programs in Laboratory Animal Science (LAS) have emerged across Europe in recent years. E-learning appears to be a promising solution to achieve flexibility in training while meeting the quality criteria of demanding programs in short training periods. However, little is known about how students perceive e-learning in this context, and there is also a lack of specific and valid instruments to measure this perception. Within an exploratory study framework, the e-learning perception of 229 participants in 15 courses in Portugal using two different online training formats, flipped classroom and full online theoretical training, was assessed. For this purpose, the Questionnaire of E-learning Acceptance (QELA), a 32-item accordance Likert-type scale comprising five subscales was developed to explore the following: how participant perceive e-learning, satisfaction with organization and contents, perception of e-learning relevance for the time management, and its influence for practical training. In general, e-learning was well accepted and perceived to work well and be useful by the majority of courses participants, independently of the course level and e-learning format approach. These results indeed suggest that integration of e-learning is useful in LAS training. We also propose the QELA as a starting point for development and implementation of specific instruments to assess e-learning acceptance in LAS across a wider range of geographical and training contexts.
publishDate 2019
dc.date.none.fl_str_mv 2019
2019-01-01T00:00:00Z
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10.1177/0023677219879170
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