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The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates

Author

Listed:
  • Rocío Martín-Valero

    (Department of Physiotherapy, Faculty of Health Sciences, University of Malaga, C/Arquitecto Francisco Peñalosa 3, Ampliacion de Campus de Teatinos, 29071 Malaga, Spain)

  • José-Manuel Pastora-Bernal

    (Department of Physiotherapy, Faculty of Health Science, University of Granada, 18071 Granada, Spain)

  • Lucía Ortiz-Ortigosa

    (Department of Physiotherapy, Faculty of Health Sciences, University of Malaga, C/Arquitecto Francisco Peñalosa 3, Ampliacion de Campus de Teatinos, 29071 Malaga, Spain)

  • María Jesús Casuso-Holgado

    (Department of Physiotherapy, Faculty of Nursing, Physiotherapy and Podiatry, University of Seville, 41009 Seville, Spain)

  • Veronica Pérez-Cabezas

    (Department of Nursery and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Cadiz, 11009 Cadiz, Spain)

  • Gema Teresa Ruiz-Párraga

    (Department of Personality, Evaluation and Psychological Treatment, Faculty of Psychology, Institute of Biomedical Research of Malaga, University of Malaga, 29071 Malaga, Spain)

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.

Suggested Citation

  • Rocío Martín-Valero & José-Manuel Pastora-Bernal & Lucía Ortiz-Ortigosa & María Jesús Casuso-Holgado & Veronica Pérez-Cabezas & Gema Teresa Ruiz-Párraga, 2021. "The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates," IJERPH, MDPI, vol. 18(20), pages 1-11, October.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:20:p:10672-:d:654185
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    References listed on IDEAS

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    1. Laura Cunico & Riccardo Sartori & Oliva Marognolli & Anna M Meneghini, 2012. "Developing empathy in nursing students: a cohort longitudinal study," Journal of Clinical Nursing, John Wiley & Sons, vol. 21(13-14), pages 2016-2025, July.
    2. Ana María Casino-García & María José Llopis-Bueno & Lucía Inmaculada Llinares-Insa, 2021. "Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students," IJERPH, MDPI, vol. 18(3), pages 1-23, January.
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    Cited by:

    1. Xizheng Xu & Zhiqiang Liu & Shaoying Gong & Yunpeng Wu, 2022. "The Relationship between Empathy and Attachment in Children and Adolescents: Three-Level Meta-Analyses," IJERPH, MDPI, vol. 19(3), pages 1-18, January.

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