Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning

Table 4 Students’ e-learning behaviour (n, %)

Item	Classification	Before (N = 115)	After (N = 94)	x ²	P
Time on e-learning/the Internet	<10%	16 (13.91)	8 (8.51)	9.49	0.0021§
	10%–30%	43 (37.39)	29 (30.85)
	30%–50%	35 (30.43)	15 (15.96)
	>50%	21 (18.26)	42 (44.68)
Number of weekly logins in Moodle	≤1	17 (14.78)	7 (7.45)	10.10	0.0015¶
	2–4	77 (66.96)	50 (53.19)
	5–7	16 (13.91)	37 (39.36)
	>7	5 (4.35)	0 (0.00)
How to deal with difficulties	Without the aid of Moodle	80 (69.57)	51 (54.26)	5.18	0.0228
How to deal with difficulties	With the aid of Moodle	35 (30.43)	43 (45.74)
Whether the tasks on Moodle were completed on time	Basically not	2 (1.74)	1 (1.06)	3.29	0.0695
	Occasionally	9 (7.83)	2 (2.13)
	Almost certainly	104 (90.43)	91 (96.81)
Homework assignments	Not serious	1 (0.87)	0 (0.00)	2.79	0.0946
	Serious	56 (48.70)	36 (38.30)
	Very serious	58 (50.43)	58 (61.70)

§We applied multiple comparisons on the basis of an adjusted α = 0·0083: p = 0·5470 for “<10%” versus “10%-30%”, p = 0.7733 for “<10%” versus “30%-50%”, and p = 0052 for “<10%” versus “>50%”; p = 0·2469 for “10%-30%” versus “30%-50%”, p = 0.0023 for “10%-30%” versus “>50%”, and p = 0·0001 for “30%-50%” versus “>50%”;
¶We applied multiple comparisons on the basis of an adjusted α = 0·0083: p = 0·3459 for “≤1” versus “2–4”, p = 0.0009 for “≤1” versus “5–7”, and p = 0·1731 for “≤1” versus “>7”; p = 0·0002 for “2–4” versus “5–7”, p = 0.0762 for “2–4” versus “>7”, and p = 0·0021 for “5–7” versus “>7”

ISSN: 1472-6920