See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
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Research article
Seyyed Mohsen Azizi
Kermanshah University of Medical Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0002-3661-2661
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Blended learning is a new approach toward improving the quality of medical education. Acceptance of blended learning plays an important role in its effective implementation. Therefore, the purpose of this study was to investigate and determine the factors that may influence the behavioral intention to use of blended learning in medical education.
Methods: In this cross-sectional, correlational study, the sample consisted of 225 Iranian medical sciences students. The theoretical framework for designing the conceptual model was UTAUT2. Data were analyzed using SPSS-18 and AMOS-23 software. Structural equation modeling technique was used to test the hypothesis.
Results: The validity and reliability of the model constructs were acceptable. Performance expectance, effort expectance, social influence, facilitating conditions, hedonic motivation, price value and habit had a significant effect on students’ behavioral intention to use of blended learning. Additionally, Behavioral intention to use of blended learning also had a significant effect on students’ actual usage of blended learning (β=0.645, P≤0.01).
Conclusion: The study revealed that the proposed framework based on UTAUT2 has good potential to identify factors influencing students' behavioral intention to using of blended learning. Universities can use the results of this study to design and implementation successful blended learning courses in medical education.
Keywords
Blended learning, UTAUT2, Medical education, Students
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CURRENT STATUS: Published
View the published article at BMC Medical Education.
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Posted 12 May, 2020
No community comments so far
Editorial decision: Minor revision
On 10 Jun, 2020
Review #1 received
Received 10 Jun, 2020
Review #3 received
Received 02 Jun, 2020
Review #2 received
Received 01 Jun, 2020
Reviewer #4 agreed
On 25 May, 2020
Reviewer #3 agreed
On 21 May, 2020
Reviewer #2 agreed
On 20 May, 2020
Reviewers invited
Invitations sent on 19 May, 2020
Reviewer #1 agreed
On 19 May, 2020
Editor assigned
On 07 May, 2020
Submission checks complete
On 06 May, 2020
Editor invited
On 06 May, 2020
First submitted
On 05 May, 2020
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Subject Areas
Educational Philosophy and Theory
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See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Seyyed Mohsen Azizi
Kermanshah University of Medical Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0002-3661-2661
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 1
Posted 12 May, 2020
No community comments so far
Editorial decision: Minor revision
On 10 Jun, 2020
Review #1 received
Received 10 Jun, 2020
Review #3 received
Received 02 Jun, 2020
Review #2 received
Received 01 Jun, 2020
Reviewer #4 agreed
On 25 May, 2020
Reviewer #3 agreed
On 21 May, 2020
Reviewer #2 agreed
On 20 May, 2020
Reviewers invited
Invitations sent on 19 May, 2020
Reviewer #1 agreed
On 19 May, 2020
Editor assigned
On 07 May, 2020
Submission checks complete
On 06 May, 2020
Editor invited
On 06 May, 2020
First submitted
On 05 May, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Background: Blended learning is a new approach toward improving the quality of medical education. Acceptance of blended learning plays an important role in its effective implementation. Therefore, the purpose of this study was to investigate and determine the factors that may influence the behavioral intention to use of blended learning in medical education.
Methods: In this cross-sectional, correlational study, the sample consisted of 225 Iranian medical sciences students. The theoretical framework for designing the conceptual model was UTAUT2. Data were analyzed using SPSS-18 and AMOS-23 software. Structural equation modeling technique was used to test the hypothesis.
Results: The validity and reliability of the model constructs were acceptable. Performance expectance, effort expectance, social influence, facilitating conditions, hedonic motivation, price value and habit had a significant effect on students’ behavioral intention to use of blended learning. Additionally, Behavioral intention to use of blended learning also had a significant effect on students’ actual usage of blended learning (β=0.645, P≤0.01).
Conclusion: The study revealed that the proposed framework based on UTAUT2 has good potential to identify factors influencing students' behavioral intention to using of blended learning. Universities can use the results of this study to design and implementation successful blended learning courses in medical education.
Figure 1
Figure 2
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