The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates
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Martín-Valero, Rocío; Pastora Bernal, José Manuel; Ortiz Ortigosa, Lucía; Casuso Holgado, María Jesús; Pérez Cabezas, Veronica; Ruiz Párraga, Gema TeresaEditorial
MDPI
Materia
Empathy MOOC Hypothetical model Learning Health Sciences
Date
2021Referencia bibliográfica
Martín-Valero, R.; Pastora-Bernal, J.-M.; Ortiz-Ortigosa, L.; Casuso-Holgado, M.J.; Pérez-Cabezas, V.; Ruiz-Párraga, G.T. The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates. Int. J. Environ. Res. Public Health 2021, 18, 10672. https:// doi.org/10.3390/ijerph182010672
Sponsorship
University of Malaga (UMA) for the Call for Educational Innovation Projects (PIE19-148), to the Call 2019-2021; Initiation Grant for Research from the UMA's Own Plan, in Modality A (Grade)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.