participants with medical sciences degrees had clear knowledge about distance ... with bachelor degree was lower (81.1%) than those with master degree ...
FACTORS ASSOCIATED WITH THE KNOWLEDGE AND ATTITUDE OF IRAQI STUDENTS ABOUT DISTANCE LEARNING EDUCATION Kamaran Y. Mohamadamin, Hawler Medical University, Iraq Co-Author: Nazar P. Shabila, Hawler Medical University, Iraq
Summary Distance education approach is becoming a widely used educational approach worldwide, however, it is not yet applied in Iraqi universities. The aim of this study was to identify attitude and concerns of a sample of university graduates toward distance education and its determinants in order to improve our understanding about acceptability and applicability of this educational approach. A questionnaire was administered to 76 participants who have completed their undergraduate studies. Out of the 76 participants, 64 (84.2%) showed a clear knowledge about distance education approach. Out of the later 64 participants, 40 (62.5%) showed interest to enroll in distance education. The main attracting factors to distance education approach were the ability to continue to work while studying (42.2%) and having the degree from a foreign country (21.9). The main obstacle for involving in distance education was non-accreditation of its degrees by higher education authorities (76.5%) and lack of practical training opportunities (14.1%). There was a relatively important lack of knowledge and unawareness about distance education among the study sample. However, the interest to pursue distance education was considerably high. Poor use and adoption of distance education was mainly related to non-accreditation of distance education degrees by the educational authorities.
Introduction Distance education approach is becoming a widely used educational approach worldwide. It has been successful in providing accessible and diversified opportunities at an acceptable cost in many nations worldwide, which is evident from increasing numbers of students enrolling in distance education classes. The future of distance education seems bright and distance education might alleviate the pressures on higher education institutions 1,2. In addition to students’ achievement and performance, the students’ knowledge and attitudes toward distance education are important factors in determining the effectiveness of distance education. 3,4. Research on distance education is in the early stages of development. Moreover, there is an obvious gap in the literature regarding students’ knowledge, concerns and attitudes toward technology and web-based computer-mediated distance education 5,3,6.
There are both positive and negative aspects of the application of distance education. The reported positive aspects include provision of greater flexibility and student convenience, improved access/interaction with the instructor, better grades and a more positive overall learning experience. The negative aspects include reduction in face-to-face interaction, concerns over technology and logistics, an increased student workload and increased costs to the student 1,3. Different studies have showed that students generally have a positive perception and attitude towards distance education compared to traditional forms of higher education with little difference in the quality of education received through distance education versus conventional university classroom settings 5,6,7. On the other hand, concerns have been expressed about the high technology and development cost that may have impact on the traditional academic programs. Perceptions of students in the distance education setting being less favorable than the local setting for traditional classes have also been reported 6. There has been no real implementation of distance education in many Arab countries including Iraq 8,9. The most important obstacle hindering the process of distance education in the Arab region is that the ministries of higher education in a number of Arab countries, e.g. Iraq, do not officially recognize degrees obtained by distance education 8,9,10. Up to authors’ knowledge, there is little experience with distance education in Iraq and there is lack of knowledge about the attitude, perception and interest of students about this new approach of education. Therefore, this study was set to identify the knowledge, attitude and concerns of a sample of university graduates toward distance education and its determinants in order to improve our understanding about this educational approach and the possibility of its application in this setting. Methods A pre-tested questionnaire was administered to collect data on factors associated with the knowledge and attitude toward distance education. Out of 90 persons received the questionnaire, 72 persons participated in this study voluntarily, i.e. a response rate of 80%. The participants included a sample of people who have completed their graduate university studies from the University of Salahaddin (science and human studies) and Hawler Medical University (medical studies). The questionnaire was administered to people visiting two centers in these universities for different purposes, including issuance of transcripts or degrees, between September and November 2008. The questionnaire that was used to collect data was developed by reviewing relevant literature, conducting personal interviews and through expert consultation. The questionnaire was self-administered and consisted of two parts: 1) independent variables including personal, educational and employment factors; and 2) dependent variables including knowledge and attitude toward distance education and pro and cons of distance education approach. The scale of attitude toward distance education was established through providing 16 choices in this section of the questionnaire; nine positive factors and seven negative factors. The respondents were asked to rank these factors in order of importance as factors of concerns in determining their attitude toward distance education approach. Stata version 9.1 was used for statistical analyses. Statistical methods used included frequency and percentage for univariate analysis. On the other hand, Pearson’s chi-squared test and Fisher’s exact test were used for bivariate analysis according to their applicability to examine the relationships between independent and dependent variables. A p-value of 0.05 and below was considered statistically significant result.
Seventy-two persons who have completed their undergraduate university studies from the University of Salahaddin (basic science and human studies) and Hawler Medical University (medical studies), participated in this study voluntarily; 45 males (59.2%) and 31 females (40.8%). For analytical purpose, the respondents were categorised to graduates of basic sciences studies, graduates of human studies and graduates of medical studies. The average age±SD of the participants was 29.7±5.6 years (range 22-42 years). For analysis purpose, the participants were classified to two age groups; 22-30 years and above 30 years. Results All the 72 participants were interested in having further degree-based higher education studies, whereas only 44 participants (57. 9%) were interested in having non-degree training or education. Out of 72 participants, 64 participants (84.2%) had clear knowledge about distance education. Male participants had higher knowledge about distance education than female participants, 86.7% and 80.6%, respectively. This difference was not statistically significant (p = 0.479). The difference in knowledge between younger age group (88.2%) and elder age group (76%) was again not statistically significant (p = 0.169). In terms of the association between type of degree and knowledge about distance education, 73.9% of participants with human studies degrees, 92.3% of participants with basic sciences degrees and 85.2% of participants with medical sciences degrees had clear knowledge about distance education that were similarly not statistically significant (p = 0.236). The knowledge among participants with bachelor degree was lower (81.1%) than those with master degree (91.3%), however, this difference was not statistically significant (p = 0.327). Participants working for universities had higher knowledge (88.9%) than participants working in other governmental ministries (72.7%). This difference was not statistically significant (p-value=0.080). Table 1 shows the association between participants’ knowledge about distance education with different variables. Only 4 persons (5.3%) of the participants had experience with distance education as 3 of them were enrolled in human rights non-degree course and another one was enrolled in a project management non-degree course. These courses were provided by schools located outside the country. Among the 64 participants that had clear knowledge about distance education, 62.5% were interested in engaging in distance education. There was no statistically significant difference between male and female in terms of their interest in having education through such approach; 69.2% and 52%, respectively (p = 0.165). Similarly there was no statistically significant difference between the two age groups; 68.9% for age group 22-30 years compared to 47.4% for age group >30 years (p = 0.104). Participants with degrees in human studies were more interested in having distance education (88.2%) compared to participants with medical degrees (65.2%) and participants with basic sciences degrees (41.7%). This association was statistically significant (p = 0.009). Holders of bachelor degree were significantly more interested in having distance education (76.7%) compared to holders of master degrees (33.3%), (p = 0.001). While 66.7% of participants working for universities and 50% of those working in other government ministries were interested in engaging in distance education, such difference was not statistically significant (p = 0.233). All the participants who had previously enrolled in distance education were interested in having further education through this approach compared to 60% of those of who have not enrolled in distance education. This association was not
statistically significant (p = 1.44). Table 2 shows the association between participants’ interest in distance education with different variables. Twenty-seven participants (42.2%) identified being able to study and work as the main advantage of distance education. Fourteen participants (21.9%) recognized having the degree from a foreign country as the main advantageous factor of distance education. Thirteen participants (20.3%) recognized lower costs involved in distance education as the main attracting factor of such approach. Ten participants (15.6%) recognized other factors than the previously mentioned three factors as the main advantageous factors. A high proportion of participants holding degrees in human studies (47.1%) and medical sciences (56.5%) agreed that being able to study and work simultaneously as the main advantageous factor of distance education, while the highest proportion of holder of basic sciences degrees (41.7%) recognized having a degree from a foreign country as the main advantageous factor. This association was statistically significant (p
