Exploring HTML5 Package Interactive Content in Supporting Learning Through Self-Paced Massive Open Online Courses on Healthy Aging: Mixed Methods Study.

Autor:	Rahadiani P; Center of e-Learning Cluster, Indonesia Medical Education and Research Institute, Faculty of Medicine, Universitas Indonesia, Central Jakarta, Indonesia., Kekalih A; Center of e-Learning Cluster, Indonesia Medical Education and Research Institute, Faculty of Medicine, Universitas Indonesia, Central Jakarta, Indonesia.; Department of Community Medicine, Faculty of Medicine, Universitas Indonesia, Central Jakarta, Indonesia., Soemantri D; Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Central Jakarta, Indonesia., Krisnamurti DGB; Center of e-Learning Cluster, Indonesia Medical Education and Research Institute, Faculty of Medicine, Universitas Indonesia, Central Jakarta, Indonesia.; Department of Medical Pharmacy, Faculty of Medicine, Universitas Indonesia, Central Jakarta, Indonesia.
Jazyk:	angličtina
Zdroj:	JMIR medical education [JMIR Med Educ] 2024 Aug 22; Vol. 10, pp. e45468. Date of Electronic Publication: 2024 Aug 22.
DOI:	10.2196/45468
Abstrakt:	Background: The rapidly aging population and the growth of geriatric medicine in the field of internal medicine are not supported by sufficient gerontological training in many health care disciplines. There is rising awareness about the education and training needed to adequately prepare health care professionals to address the needs of the older adult population. Massive open online courses (MOOCs) might be the best alternative method of learning delivery in this context. However, the diversity of MOOC participants poses a challenge for MOOC providers to innovate in developing learning content that suits the needs and characters of participants. Objective: The primary outcome of this study was to explore students' perceptions and acceptance of HTML5 package (H5P) interactive content in self-paced MOOCs and its association with students' characteristics and experience in using MOOCs. Methods: This study used a cross-sectional design, combining qualitative and quantitative approaches. Participants, predominantly general practitioners from various regions of Indonesia with diverse educational backgrounds and age groups, completed pretests, engaged with H5P interactive content, and participated in forum discussions and posttests. Data were retrieved from the online questionnaire attached to a selected MOOC course. Students' perceptions and acceptance of H5P interactive content were rated on a 6-point Likert scale from 1 (strongly disagree) to 6 (strongly agree). Data were analyzed using SPSS (IBM Corp) to examine demographics, computer literacy, acceptance, and perceptions of H5P interactive content. Quantitative analysis explored correlations, while qualitative analysis identified recurring themes from open-ended survey responses to determine students' perceptions. Results: In total, 184 MOOC participants agreed to participate in the study. Students demonstrated positive perceptions and a high level of acceptance of integrating H5P interactive content within the self-paced MOOC. Analysis of mean (SD) value across all responses consistently revealed favorable scores (greater than 5), ranging from 5.18 (SD 0.861) to 5.45 (SD 0.659) and 5.28 (SD 0.728) to 5.52 (SD 0.627), respectively. This finding underscores widespread satisfaction and robust acceptance of H5P interactive content. Students found the H5P interactive content more satisfying and fun, easier to understand, more effective, and more helpful in improving learning outcomes than material in the form of common documents and learning videos. There is a significant correlation between computer literacy, students' acceptance, and students' perceptions. Conclusions: Students from various backgrounds showed a high level of acceptance and positive perceptions of leveraging H5P interactive content in the self-paced MOOC. The findings suggest potential new uses of H5P interactive content in MOOCs, such as interactive videos with pop-up questions, to substitute for synchronous learning. The study underscores the significance of tailored educational strategies in supporting the professional development of health care professionals. (©Pratiwi Rahadiani, Aria Kekalih, Diantha Soemantri, Desak Gede Budi Krisnamurti. Originally published in JMIR Medical Education (https://mededu.jmir.org), 22.08.2024.)
Databáze:	MEDLINE
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