The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates.

Rocío Martín-Valero,Veronica Pérez-Cabezas,Lucía Ortiz-Ortigosa,Gema Teresa Ruiz-Párraga,María Jesús Casuso-Holgado,José-Manuel Pastora-Bernal

doi:10.3390/ijerph182010672

Abstract

Massive open online courses (MOOCs) provide accessible and engaging information for Physical Therapy and Occupational Therapy students. The objective of this research was to determine the usefulness in improving academic performance and empathy in health sciences undergraduates, and to test a hypothetical model through structural equation analysis. This research was carried out using a descriptive and quasi-experimental design. It was conducted in a sample of 381 participants: 176 used a MOOC and 205 did not. The results of the Student’s t-test showed statistically significant differences in academic performance between the groups in favor of those students who had realized the MOOC. Participants carried out an evaluation rubric after taking MOOC. Statistically significant differences in empathy were also obtained between the pre (X = 62.06; SD = 4.41) and post (X = 73.77; SD = 9.93) tests. The hypothetical model tested via structural equation modeling was supported by the results. Motivation for the MOOC explained 50% of the variance. The MOOC (participation and realization) explained 58% of academic performance, 35% of cognitive empathy and 48% of affective empathy. The results suggest an association between higher realization and participation in a MOOC and higher levels of academic performance, and cognitive and affective empathy.

Highlights

Massive open online courses (MOOCs) are intended to be (1) “massive” because thousands of students can access them; (2) “open” because participants do not pay any fees; (3) “online” because they are offered through the web and (4) “courses” because they are shaped around specific learning objectives by offering structured contents [1]
The results suggest an association between higher completion and participation in the MOOC and higher levels of academic performance, and cognitive and affective empathy
This study shows the results obtained regarding academic performance and empathy in students enrolled on a Degree in Occupational Therapy and a Degree in Physical Therapy, after carrying out an educational intervention with a MOOC as an extension activity within their university training

Summary

Introduction

Massive open online courses (MOOCs) are intended to be (1) “massive” because thousands of students can access them; (2) “open” because participants do not pay any fees; (3) “online” because they are offered through the web and (4) “courses” because they are shaped around specific learning objectives by offering structured contents [1]. MOOCs are considered very useful in increasing the educational levels of people who make use of them [3,4,5]. They use distance training that can include videos, exercises, presentations and assessments [3,4,5]. The use of MOOCs has increased due to the great opportunities they offer in the educational field [3]. MOOCs are increasingly used by health sciences and medical students [6]. This way of learning makes teaching easier, especially in the current COVID-19

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Conclusion