Abstract
Introduction: In recent years, the topic of e-learning has been considered as one of the important applications of new information technology in the world, and one of the factors affecting students' academic performance that has recently been studied in universities is academic burnout. Therefore, considering the importance of these two topics, the aim of this study was to investigate the relationship between e-learning and academic burnout among students of the School of Health, Shahid Sadoughi University of Medical Sciences, Yazd in 2023.
Methods: The present study was conducted cross-sectionally among students of the School of Health. In this research, two e-learning questionnaires by Watkin et al. and the academic burnout questionnaire by Berso et al. were used, and SPSS version 24 software and descriptive statistics tests, ANOVA statistical tests, and PEARSON correlation coefficient were used to analyze the data.
Findings: A significant relationship was obtained between the dimensions of e-learning, except for the dimension of online group discussions, with the dimensions of academic fatigue and apathy (Pv<0.001), but a significant inverse relationship was obtained with the dimension of academic inefficiency. A direct and significant relationship was obtained between the three dimensions of e-learning (motivation, access to technology, and important issues for success) with academic burnout, and a significant inverse relationship was obtained with the dimension of online group discussions (R=-0.14). In general, there was no significant relationship between e-learning and academic burnout (Pv=0.14).
Conclusion:Given that e-learning does not affect academic burnout, it can be suggested to managers and officials to provide the necessary infrastructure (hardware and software) for e-learning and also to hold workshops on the benefits, applications, and familiarity with e-learning.
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