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Does the acceptance of hybrid learning affect learning approaches in France?
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Lionel Di Marco
 , Alain Venot, Pierre Gillois
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J Educ Eval Health Prof. 2017;14:24. Published online October 20, 2017
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DOI: https://doi.org/10.3352/jeehp.2017.14.24
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 Abstract
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- Purpose
Acceptance of a learning technology affects students’ intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students’ way of learning.
Methods
We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions).
Results
Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (rs= 0.42, P= 0.03).
Conclusion
Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students’ time utilization, which explains their neutral intention to use the system.
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Citations
Citations to this article as recorded by  - Learning approaches, motivation, and specialty preference form a nexus: a cross-sectional study among preclinical medical students
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Lei Zhu, Hui Xiong, Yan Ning, Miaomiao Lv
Sustainability.2023; 15(9): 7120. CrossRef - Online learning and teaching approaches used in midwifery programs: A scoping review
Terri Downer, Michelle Gray, Tanya Capper
Nurse Education Today.2021; 103: 104980. CrossRef - Investigating the Flipped Classroom Model in a High School Writing Course: Action Research to Impact Student Writing Achievement and Engagement
Elizabeth Ann Florence, Tammi Kolski
TechTrends.2021; 65(6): 1042. CrossRef - User-centered evaluation of Discord in midwifery education during the COVID-19 pandemic: Analysis of the adaptation of the tool to student needs
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European Journal of Midwifery.2021; 5(November): 1. CrossRef - Utilization of Nursing Defect Management Evaluation and Deep Learning in Nursing Process Reengineering Optimization
Yue Liu, Huaping Liu, Osamah Ibrahim Khalaf
Computational and Mathematical Methods in Medicine.2021; 2021: 1. CrossRef - Utilisation d’outils numériques dans le cadre d’un dispositif hybride pour l’apprentissage par problème de la physiologie en deuxième année des études médicales. Étude de faisabilité du recours au laboratoire numérique de physiologie « e-ϕsioLab ».
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Pédagogie Médicale.2018; 19(2): 77. CrossRef
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