Predictive Factors of Positive E-Learning Experience

Alicia Ludden-Schlatter, Amy Clithero-Eridon, Orrin Myers, Kay Kelts, Christina Scartozzi, Zakaria Kibria, Gwen Wilson, Jennie B. Jarrett

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

BACKGROUND AND OBJECTIVES: During the COVID-19 pandemic, medical schools and residencies have utilized electronic learning (e-learning). Factors such as internet access, age, degree of introversion/extroversion, and propen-sity to adopt new technologies impact attitudes toward e-learning. This study investigates family medicine educators’ satisfaction, effectiveness, and feasibility perceptions of e-learning, characterizes demographic factors impacting at-titudes, and identifies which aspects of e-learning are important to educators. METHODS: In fall 2020, a cross-sectional survey via the 2020 Council of Academic Family Medicine’s (CAFM) Educational Research Alliance (CERA) general membership survey was conducted. Members of CAFM-affiliated associations were invited by email to participate. RESULTS: The response rate for the survey was 20.1% (n=862). Of the respon-dents, 40.4% (n=311) reported satisfaction with e-learning, 47.8% (n=368) found e-learning feasible, and 24.2% (n=186) reported e-learning met their educational goals. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, introvert/extrovert status, or technology adopter status. Interactive capabilities were the most important factor for e-learning satisfaction (55.9%) and effectiveness (62.0%). Sufficient time was the most frequently selected factor for ease of adoption. Baby Boomer respondents reported platforms not user-friendly, insufficient prior experience as the greatest obstacle more frequently than other generations, and insufficient time less frequently than other generations. Otherwise, rankings of e-learning factors were similar among groups. CONCLUSIONS: Satisfaction with and perceived feasibility and effectiveness of e-learning varies among family medicine educators. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, intro-vert/extrovert status, or technology adopter status. Respondents consistently ranked interactive capabilities most important for e-learning satisfaction and effectiveness. More research is needed to compare student and learner per-spectives regarding e-learning.

Original languageEnglish (US)
Pages (from-to)444-451
Number of pages8
JournalFamily medicine
Volume54
Issue number6
DOIs
StatePublished - Jun 2022

All Science Journal Classification (ASJC) codes

  • Family Practice

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