Intention to Continue Adopting Online Problem-Based Learning After the COVID-19 Pandemic: Perception Analysis Using a Structural Equation Modelling Approach

Chew, Keng Sheng and Shazrina, Ahmad Razali and Norman, Chawau and Wei, Shing Tan and Afina, Alfian and Syarmeelah, Chandra Shekar (2023) Intention to Continue Adopting Online Problem-Based Learning After the COVID-19 Pandemic: Perception Analysis Using a Structural Equation Modelling Approach. Education in Medicine Journal, 15 (2). pp. 1-13. ISSN 2180-1932

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Abstract

Due to the coronavirus-19 pandemic, conventional face-to-face problem-based learning (PBL) had to be transitioned into online PBL. However, it was largely unknown how likely would medical students continue to adopt this form of hastily implemented remote learning solution after the pandemic ends. Using a two-stage partial least squares structural equation modelling approach, a study was conducted to (1) develop a set of questionnaires to measure this intention and (2) determine the influence of ‘perceived benefits’ (5 items) and ‘perceived ease of use’ (7 items) on the ‘behavioural intention to continue adopting’ online PBL. The technology acceptance model was adopted as the conceptual framework of this study. ‘Environment factors’ (11 items derived from PEST analysis where P = ‘policy’, E = ‘economic’, S = ‘social’, and T = ‘technology’ factors) were incorporated as the third independent construct in our model. A total of 149 Year 2 medical students participated in this study. Overall, the mean score for ‘behavioural intention to continue adopting’ online PBL was 3.42 out of 5 (where 1 = most unlikely and 5 = most likely). Only the construct ‘perceived ease of use’ had significant influence on the ‘behavioural intention to continue adopting’ online PBL (path coefficient standardised β = 0.312; t-statistics = 2.960; p = 0.003). ‘Perceived benefits’ and ‘environment factors’ were not shown to have significant influence. In conclusion, as no strong intention to continue adopting online PBL was demonstrated in this study, conventional face-to-face PBL should be resumed until clear benefits of a carefully designed online PBL can be demonstrated.

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