Factors Associated with Online Learning Behaviors during the COVID-19 Pandemic among Students of the Faculty of Health Science and Sports, Thaksin University, Phatthalung Campus
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Abstract
Background: The global outbreak of Coronavirus Disease 2019 (COVID-19) disseminated swiftly across all sectors in countries worldwide, leading to the widespread adoption of social distancing protocols to prevent its transmission. As a direct consequence of this public health crisis, academic institutions universally transitioned to online teaching and learning frameworks to ensure educational continuity while mitigating the spread of the virus. This study, therefore, examined to identify and analyze the factors associated with the online learning behaviors of undergraduate students within the Faculty of Health and Sport Sciences at Thaksin University's Phatthalung Campus during the period of the COVID-19 pandemic
Methods: This cross-sectional analytical study involved 249 students from the Faculty of Health and Sports Science, who were selected via simple random sampling during the 2021 academic year. Data was collected using a questionnaire with a content validity index of 0.89 and a Cronbach's alpha reliability coefficient of 0.95. Statistical analyses included descriptive statistics as frequency, percentage, mean, and standard deviation, and inferential statistics by Spearman's rank correlation and one-way ANOVA.
Results: Factors related to students' online learning behavior were identified as follows: year of study was significantly associated with the learner (p=0.041) and the technology usage (p=0.033). Furthermore, the field of study demonstrated a significant association with the learner (p=0.019), the curriculum/content (p=0.001), the technology usage (p=0.001), and the course evaluation (examination) (p=0.001) with statistically significant at the p<0.05 level.
Conclusions: Academic year and major were key factors affecting students’ online learning behaviors across several aspects, particularly in the technology usage, curriculum/content, and evaluation. Therefore, lecturers who were online curriculum instruction should be mindful of these differences. To maximize the effectiveness of online learning, they should adapt instructional formats, content, technology integration, and assessment methods to be appropriate for each student group.
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