ENHANCING MOTIVATION AND SATISFACTION IN PHYSIOLOGY EDUCATION THROUGH ONLINE TOOLS

This study aimed to develop and evaluate an asynchronous online Human Physiology course delivered via the Moodle platform, without direct instructor presence, targeting undergraduate and graduate students. The course content was structured into six chapters and incorporated diverse didactic resources, including explanatory texts, videos, comic strips, and self-assessment tests. Students had full autonomy to select both the topics and the order of study, with a final exam required for course completion. Across three offerings, 157 students enrolled, 83 completed the final exam, and 39 achieved a passing score (46.9%). The most frequently reported advantages of the online format over traditional instruction included greater satisfaction, motivation, the possibility of content review, and flexible access. Platform data revealed that the assessment tools accounted for 10,642 views, significantly surpassing engagement with other materials (1,728 views). Although students self-reported improvements in understanding, memorization, perceived learning, motivation, and overall satisfaction, these perceptions were not reflected in enhanced performance on objective assessments. The findings suggest that, while digital resources and student motivation contribute positively to the learning experience, they may not be sufficient to significantly improve learning outcomes in isolation. Therefore, additional pedagogical strategies—such as promoting peer interaction, instructor engagement, and structured study guidance—may be necessary to foster meaningful learning and academic performance in online physiology education.