PERCEIVED BARRIERS IN THE SUDDEN TRANSITION TO ASYNCHRONOUS AND SYNCHRONOUS ONLINE DISTANCE LEARNING OF RADIOLOGIC TECHNOLOGY STUDENT
Journal Title: IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL - Year 2022, Vol 4, Issue 3
Abstract
This study identified the effect of the perceived barriers in the sudden transition to online distance learning on the academic performance of radiologic technology students. Four barriers were identified and used: digital literacy, support barriers, institutional barriers, and educational impact. A causal-comparative study was utilized to determine the effect of the perceived barriers on students' academic performance. Resuts revealed that support and institutional barriers significantly impact students' academic performance. On the other hand, digital literacy and educational impact have no significant effect. This finding of the study indicates that students must have easy access to the available support. This is critical not only for technical assistance but also for institutional support.
Authors and Affiliations
ROMMEL A. ALIVO, ADONIS F. CERBITO, MARK JOSEPH A. FORMARAN
Keywords
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- EP ID EP701777
- DOI 10.5281/zenodo.6373183
- Views 86
- Downloads 0
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