出版社：Association for Medical Education in Europe (AMEE)
摘要：Whilst the blended-learning method, a form of digital education, can increase the quality of medical schools in Indonesia, it faces significant challenges when engaging with diverse students across digital divides and with varying socioeconomic disparities. We aimed to discover whether blended-learning will disadvantage the underprivileged medical student by exploring the correlation between 3 groups of variables: A, B, and academic performance. We compared the variable in group A with variable group B in terms of each variable group’s effect on the students’ academic performance. Group A consists of 7 variables associated with digital divides and socioeconomic disparities measured through a survey. Group B consists of 5 variables relating to online-learning engagement and is measured through platform analytics. The academic-performance variables are measured by Readiness Assessment Test (RAT). The sample includes 46 clinical-year medical students who are involved in a designed blended-learning curriculum. The RAT has bivariate and multivariate associations with two variables in group B: (1) the first login and duration of access, (2) the RAT has a multivariate association with the first login and duration of access. We do not find any association among any other variables in Group A or Group B with regards to academic performance. A student’s engagement in online learning has a more direct association with their academic performance than to other variables related to the digital divide and socioeconomic disparities. Students who procrastinate in starting to access online lessons are more likely to have a weaker overall performance.
