Factors influencing radiography students’ experiences of e-learning : a study conducted at a University of Technology in KwaZulu-Natal

Abstract

E-learning and the use of technology is rapidly increasing in the Health Sciences field. E-learning, also known as electronic learning, can be defined as a technology-mediated approach of great potential from an educational perspective. E-learning refers to online learning that provides students with a virtual learning environment that is different from traditional methods of learning. E-learning is flexible and accessible and is used globally because it offers opportunities to meet significant educational outcomes, including long-term learning and increased participation. Notably, e-learning allows educational content to be adjusted to fit individual learning styles. Varying results have been attained regarding the correlation between students and their ease with using technology. Whilst various authors have discovered that some students experience poor commitment and motivation in the e-learning experience, other students were found to value the interactive and visual elements of e-learning. Younger students have easily adapted to the use of technology for e-learning. The most common challenge that students experience in a developing country are accessibility issues, whereas the main issue in developed countries is high dropout rates. Several scholars have reported on the high levels of e-learning implementation at Universities of Technology in South Africa. The university of interest has also vastly increased their reliance on technology for e-learning since the onset of COVID-19. The theoretical framework adopted in this study was the Technology Acceptance Model (TAM) developed by Fred Davis in 1986. The TAM is an information technology framework for analysing users’ acceptance and use of new and updated technologies, particularly in a working environment, which in this case was the university of interest. This model has three main constructs: perceived usefulness, perceived ease of use and actual use of e-learning. Attitude to use is a fourth factor which is influenced by the other three factors. Aim of the study The aim of this quantitative, cross-sectional study was to identify the factors influencing Radiography students’ experiences of e-learning at a university of technology in KwaZulu-Natal to improve e-learning methods such that e-learning is both beneficial and straightforward for students. Methodology This study used a quantitative approach, which is the technique of using numerical values derived from observations to explain phenomena through observations, and conclude thereupon. The collected data is then analysed using mathematical methods. The positivism paradigm was selected to conduct this study because it was appropriate for a quantitative research approach. The positivism paradigm revolves around the researcher working with observable reality within the society, which in this research will be the factors influencing Radiography students’ acceptance of technology for e-learning. This study was a descriptive cross sectional study as the researcher was able to determine and outline the factors affecting Radiography students’ acceptance of the technology used for e-learning at a specific point in time. There was no repetition of measurements amongst the research participants. The setting for this study was the Radiography department at a University of Technology in KwaZulu-Natal. The researcher chose this particular setting because this is where research participants could be found, as information is required on the students’ use of e-learning at this institute. The target population for the study was Radiography students studying at this university. This included first-, second-, third- and fourth-year students. The Radiography students targeted were from the Diagnostic, Sonography, Radiotherapy and Nuclear Medicine disciplines. The sample size for the main study was 206 students. A non-probability convenience sampling technique was used. The ethical approval number IREC 119/24 (Appendix 1) was provided when full approval was granted for the research to be conducted. Approval was obtained from the Director of Research and Postgraduate Support (Appendix 2a) at the university of interest to conduct this research study on first-, second-, third- and fourth-year Radiography students. Data analysis was performed using the following tests: descriptive statistics, ANOVA, Pearson’s correlation coefficient, one sample t-test, independent samples t-test, factor analysis and linear regression. Findings A total of 206 participants were selected to provide their inputs regarding the research topic. There was no significant difference in the demographic constructs across gender, age, year of study or discipline. Results from ANOVA to determine whether there are any significant differences in these constructs across race shows that PEOU (perceived ease of use) differs significantly across race (F (3, 202) = 5.367, p=.001). Tukey’s post hoc analysis shows that Indians (mean = 3.42) perceive e-learning to be easier to use than Blacks (mean = 3.04), p<.001. The results depicted significant agreement that participants thought of e-learning as useful; that it was easy to use; and that they intended to use it more in the future. On the other hand, there was significant disagreement on whether participants had a good attitude towards e-learning. The independent variables PEOU, PU and ATT account for 48.9% of the variance in ITU (intention to use), F (3, 202) = 64.437, p<.001. PU (β = .578, p<.001) and ATT (β = .190, p<.001) are both significant predictors of ITU. Conclusion In conclusion, it can be stated that the purpose of the research, which was to identify the factors influencing Radiography students’ experiences of e-learning at a university of technology in KwaZulu-Natal, has been achieved. Radiography students from the university generally have a positive experience when using technology for e-learning. Participants perceived e-learning to be useful. However, poor connectivity was an issue for most students. Participants also found e learning platforms easy to use and their skills with technology sufficient. There were also contradicting attitudes towards e-learning. However, most participants eventually adjusted to e-learning. Future recommendations are that the results obtained in this study encourage further research into this topic and that another similar study may be conducted in more detail with a larger sample size, as research is essential for the progression of existing literature. More advanced technological programs can be developed to better suit Radiography students in order to achieve online educational goals with greater efficiency.