Abstract:

In technology-enhanced hybrid settings, learning outcomes have been connected to technology support. However, few studies examined the mechanisms underlying the relationship between learning outcomes and technology support in collaborative learning contexts such as in interprofessional education (IPE). IPE is based on the team-based approach, which allows students to learn about, from, and with one another. It is essential for students to achieve team-based learning outcomes (e.g., team effectiveness and goal attainment) in a collaborative learning environment to adapt and thrive in 21st century work settings. Moreover, considering technological advancements, it is important to comprehend the link between technology support and team-based learning outcomes to improve learning and cooperation within such settings. Based on the self-determination theory (SDT) framework and the collaborative essence of IPE that fosters relatedness, we investigated how relatedness may influence the link between technology support and learning outcomes in the IPE context. By utilizing the Moodle learning management system, we collected survey data from 189 undergraduate students who were enrolled in the hybrid IPE context from various disciplines (e.g., Chinese medicine, medicine, nursing, pharmacy, social work, etc.) from Hong Kong and the United Kingdom. The results indicated a significant relationship between relatedness, technology support, and learning outcomes (team effectiveness, goal attainment). Further, the findings of the mediation analysis revealed that technology support has a strong direct impact on team effectiveness and goal attainment. Additionally, technology support had a significant indirect impact through relatedness on team effectiveness and goal attainment. Our findings implied that relatedness partially mediates the relationship between technology support and team-based learning outcomes. This study would be a valuable addition to the literature on how technology support is linked with learning outcomes since it is the first to look at the mediating role of students’ relatedness between technology support and learning outcomes in an IPE context.

Keywords:

Interprofessional education, technology support, goal attainment, team effectiveness, mediation analysis.