ABSTRACT
This study delves into online assessments, focusing on their numerous advantages, including reducing paper usage and alleviating concerns surrounding the security of traditional examinations. The purpose of this study was to develop and test a model delineating the interplay between factors influencing the continuance intention to use online assessments and the influence on individual performance. A quantitative approach using an online survey was used to collect data from 222 graduate students from three major Palestinian universities. The research instrument was developed based on the finding of previous studies. Confirmatory factor analysis was employed to construct and validate the proposed model. The findings of this study revealed that perceived usefulness has a significant influence on the intention to continue using online assessment. The proposed model indicated that there is no direct or indirect relationship between perceived ease of use and the continuance intention to use online assessment. The main limitation of this study was its reliance on a purely quantitative approach. Therefore, a sequentional mixed methods approach van be a suggestion for future research and include all the higher education institutions in the Palestinian context.
ABSTRACT
Prenatal education has expanded significantly over the past two decades, from its initial conception as an opportunity to teach pain management in labour and preparation for birth in the hospital environment to including broader public-health principles of preparing women and their families for pregnancy, labour and birth, care of the newborn and the adjustments to life as a family.(1) It also provides an opportunity to assist women in detecting warning signs in pregnancy, build confidence in self-care, and can act as an opportunity for early intervention in high-risk pregnancies.
