Faculty and students’ attitude toward e-learning at the start of the COVID-19 pandemic: A cross-sectional study
Keywords:E- learning, Students attitude, Faculty's attitude, Medical education, COVID-19
Objectives: This study aimed to assess the students and faculty staff attitude for e-learning at the emergence of COVID-19.
Methods: A prospective cross-sectional Google form based online survey was conducted at a medical university in Iraq between March and April 2020. The online survey was distributed to a sample of 190 faculty staff and 1706 students of a medical university in Iraq. Knowledge and attitudes towards e-learning and perceived barriers to implementing e-learning among participants were the primary outcome measures.
Results: The majority of students had a negative view of the simplicity of using e-learning compared with higher agreement among faculty staff. Most students disagreed with most aspects of the usefulness or strengths of e-learning. Both students and faculty staff agreed that e-learning faces challenges, including poor internet connectivity (79%) and computer literacy (71%). The highest percentage of the students (42.8%) preferred to have paper examinations in the study halls for the final written assessment. The percentages of the faculty staff who preferred paper examination in the study halls (31.6%), online assessment (31.1%), and delay assessment for the following year (33.2%) were almost similar.
Conclusion: The students and faculty staff are not ready for e-learning, with technical inadequacies being the main barrier. Since the COVID-19 pandemic has significantly disrupted medical education, proper technical and institutional foundations are essential for successful e-learning, especially during social distancing measures.
Retrospectively registered at clinical trial.gov with registration number NCT05223465 on 4th February 2022
Linjawi AI, Alfadda LS. Students' perception, attitudes, and readiness toward online learning in dental education in Saudi Arabia: a cohort study. Adv Med Educ Pract. 2018;9: 855–863. https://doi.org/10.2147/amep.s175395.
O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education - An integrative review. BMC Med Educ 2018; 18(1): 130. https://doi.org/10.1186/s12909-018-1240-0.
Langenau EE, Lee R, Fults M. Blended learning educational format for third-year pediatrics clinical rotation. J Am Osteopath Assoc 2017;117 (4): 234–243. https://doi.org/10.7556/jaoa.2017.041.
Mirmoghtadaie Z,Kohan N, Rasouli D. Determination and comparison of the factors related to effective blended learning in medical sciences from the viewpoints of instructors and learners. Adv Med Educ Pract. 2020; 11: 205–214. https://doi.org/10.2147/AMEP.S239216.
Mian A, Khan S. Medical education during pandemics: A UK perspective. BMC Med 2020; 18 (1):100. https://doi.org/10.1186/s12916-020-01577-y.
Bin Mubayrik HF. Exploring adult learners’ viewpoints and motivation regarding distance learning in medical education. Adv Med Educ Pract.2020; 11:139–146. https://doi.org/10.2147/AMEP.S231651.
Mahajan M V, Kalpana R. A study of students’ perception about e-learning. Indian J Clin Anat Physiol. 2018;5(4): 501–507. https://doi.org/10.18231/2394-2126.2018.0116.
Ameen N, Willis R, Abdullah MN, Shah M. Towards the successful integration of e‐learning systems in higher education . Br J Educ Technol.2019;50(3): 1434–1446.
AbdulRazak NS, Ali MA. Challenges of implementation e-learning platforms in iraqi universities, Eng Technol J. 2019; 37 (4C): 400–406. https://doi.org/10.30684/etj.37.4C.3.
Mahmod MA, Ali ABM, Ahlan AR Bin, Shah A, Seman MSA. E-learning in Iraqi universities: A review. In: 3rd International Conference on Computing, Engineering, and Design, ICCED 2017. Institute of Electrical and Electronics Engineers Inc., 2018-March, pp. 1–4. https://doi.org/10.1109/CED.2017.8308094.
Visalam V, Kumar A, Prakash A, Padmavathi R. Knowledge, attitude and practice towards e-learning among medical undergraduate students.IOSR J Appl Phys. 2015; 7 (4):1–04. https://doi.org/10.9790/4861-07430104.
Bediang G, Stoll B, Geissbuhler A, Klohn A. ,Stuckelberger S. Nko’O, et al. Computer literacy and E-learning perception in Cameroon: The case of Yaounde faculty of medicine and biomedical Sciences. BMC Med Educ. 2013; 13 (1): 57. https://doi.org/10.1186/1472-6920-13-57.
Azmi M, Zeehan S and Hisham A. Assessment of students' perceptions towards e-learning management system (E-LMS) in a malaysian pharmacy school: a descriptive study. Malays. J. Public Health Med. 2012:12(1):14-20.
Barteit S, Guzek D, Jahn A, Bärnighausen T, Jorge MM, Neuhann F. Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review, Comput Educ. 2020; 145:03726. https://doi.org/10.1016/J.COMPEDU.2019.103726.
Keller C, Cernerud L. Students’ perceptions of E‐learning in university education. J Educ Media. 2002; 27 (1-2): 55–67. https://doi.org/10.1080/1358165020270105.
Eldeeb RA. Students’ perceptions to e-learning. IOSR j. res. method educ. 2014;4 (3): 33–36. https://doi.org/10.9790/7388-04343336.
Ghanizadeh A, Mosallaei S, Dorche MS, Sahraian A, Yazdanshenas P. Attitude and use of e-learning, education by medical students in Shiraz, Iran. Intern med med investig j.2018; 3(3):108. https://doi.org/10.24200/IMMINV.V3I3.83.
Kim K J, Kang Y and Kim G. The gap between medical faculty’s perceptions and use of e-learning resources, Med Educ Online. 2017;22 (1).10-12 https://doi.org/10.1080/10872981.2017.1338504.
Kim K J and Kim G. Development of e-learning in medical education: 10 years’ experience of Korean medical schools, Korean J Med Educ. 2019; 31 (3): 205–214. https://doi.org/10.3946/KJME.2019.131.
Pettersson F, Olofsson AD, Implementing distance teaching at a large scale in medical education: A struggle between dominant and non-dominant teaching activities, Educ Inf Technol. 2015; 20 (2): 359–380. https://doi.org/10.1007/s10639-013-9289-1.
Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, limitations and recommendations for online learning during COVID-19 pandemic era. Pakistan J Med Sci. 2020;36 (COVID19-S4): S27. https://doi.org/10.12669/PJMS.36.COVID19-S4.2785.
Toumas M, Basheti IA, Bosnic-Anticevich S. Comparison of small-group training with self-directed internet-based training in inhaler techniques, Am J Pharm Educ. 2009;73 (5):85. https://doi.org/10.5688/AJ730585.
Truncali A, Lee JD, Ark TK, Gillespie C, Triola M, Hanley K, et al. Teaching physicians to address unhealthy alcohol use: a randomized controlled trial assessing the effect of a Web-based module on medical student performance, J Subst Abuse Treat. 2011; 40 (2): 203–213. https://doi.org/10.1016/J.JSAT.2010.09.002.
Kelly CM, Vins H, Spicer JO, Mengistu BS, Wilson DR, Derbew M,et al. The rapid scale up of medical education in Ethiopia: Medical student experiences and the role of e-learning at Addis Ababa University, PLoS One. 2019; 14 (9): e0221989. https://doi.org/10.1371/JOURNAL.PONE.0221989.
Frehywot S, Vovides Y, Talib Z, Mikhail N, Ross H, Wohltjen H, et al. E-learning in medical education in resource constrained low- and middle-income countries, Hum Resour Health. 2013; 11 (4):1-15. https://doi.org/10.1186/1478-4491-11-4.
Goh P.-S. and Sandars J. A vision A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish. 2020; 9(1): 49.https://www.mededpublish.org/submit/manuscript-preview?prev=true&pguid=831eda45-5ac6-406d-89ec-d4f53cfb7d9b (accessed November 19, 2021).
Zayapragassarazan Z. Strategies for online engagement of remote learners. F1000Research. 2020; 9:246. https://doi.org/10.7490/f1000research.1117835.1.
Cao W, Fang Z, Hou G, Han M, Xu X, Dong J,et al. The psychological impact of the COVID-19 epidemic on college students in China, Psychiatry Res. 2020; 287: 112934. https://doi.org/10.1016/J.PSYCHRES.2020.112934.
Li Y, Wang Y, Jiang J, U.A. Valdimarsdóttir, K. Fall, F. Fang, H. Song, D. Lu, W. Zhang, Psychological distress among health professional students during the COVID-19 outbreak, Psychol. Med. 2021; 51 (11): 1952–1954. https://doi.org/10.1017/S0033291720001555.
How to Cite
Copyright (c) 2022 Journal of Contemporary Medical Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.