Assessing the Role of Internal Motivation and Extrinsic Factors on Online Undergraduate Medical Teaching in a Resource-Poor Setting During Covid-19 Pandemic in North India: An Observational Study

Dhingra, Shivani; Pasricha, Navbir; Sthapak, Eti; Bhatnagar, Rajan

doi:10.2147/amep.s312812

Cited by 22 publications

(18 citation statements)

References 11 publications

(10 reference statements)

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“…As reported in many studies on online learning, student demotivation is tied to the poor Internet connectivity and household environments that are not as learner-friendly as a classroom [7,68,74]. This study also found that only 24% of the survey respondents were satisfied with their home environment which may imply that it was not conducive to their online learning.…”

Section: Discussionmentioning

confidence: 61%

“…This finding is not surprising given that in online learning, unlike in face-to-face learning, learners are left with the additional responsibility of their learning. As a result, selfregulated learning plays an important role in its success [33,36,68]. While motivation holds the key in self-regulated learning [34], self-regulated learners, in contrast to others, tend to develop an independent learning style, display self-directed behavior and have an internal locus of control of their learning [35,[69][70][71][72].…”

Section: Discussionmentioning

confidence: 99%

“…Even though the poor Internet connectivity can be a challenge that they encounter, the mere existence of challenges may not always hamper student motivation in online education as distance learners are naturally more self-resilient and motivated [75]. Even in a recent study, Dhinigra, Pasricha, Sthapak and Bhatnagar (2021) [68] report that most of the medical students that they surveyed in India had the motivation to receive online education despite various challenges they had encountered. Thus, despite challenges, online learners can be motivated to continue their education, but those challenges can negatively affect their satisfaction with the learning experience, a common finding in the literature [7,9,24].…”

Section: Discussionmentioning

confidence: 99%

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Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

et al. 2021

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This quantitative study investigated the determinants of students’ satisfaction with their online learning experience at Sri Lankan universities during the COVID-19 pandemic. The data was collected from 1376 undergraduates enrolled in various courses in humanities and social sciences at three state-owned universities in the country. The results of the Structural Equation Modeling (SEM) revealed that the independent variables of the model, namely perceived learner motivation, perceived challenges of e-learning, and interaction significantly affected students’ satisfaction with their new online learning experience. Out of the three variables, learner motivation exerted the strongest effect on students’ satisfaction, implying the crucial role self-regulated learning—characterized by motivation—plays in online learning environments. The study has several implications for both creating and ensuring the long-term sustainability of productive and student-friendly online learning spaces in higher education.

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Section: Discussionmentioning

confidence: 61%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

et al. 2021

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“…3 The authors state that various factors limiting student motivation to attend online teaching should be considered for the desired student-led learning as mandated by competencybased medical education. 1 I agree with their overarching conclusion that the amalgamation of online and traditional teaching should be used for educating medical students. It may be desirable to introduce such a hybrid teaching model in conjunction with Problem-Based-Learning (PBL) or Team-Based -Learning (TBL) approaches.…”

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confidence: 69%

A Response to Assessing the Role of Internal Motivation and Extrinsic Factors on Online Undergraduate Medical Teaching in a Resource-Poor Setting During Covid-19 Pandemic in North India: An Observational Study [Letter]

Sharma¹

2021

AMEP

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I read, with great interest, the article by Dhingra et al 1 that assesses the role of medical students' motivation and extrinsic factors on online teaching during the Covid-19 pandemic at a medical school in North India. Although the study is set in a specific context, as a medical student in the UK who has experienced online teaching, I can relate to the topic.The study refers to three issues in respect of online teaching faced by students at a medical school in India relating to limited internet connectivity and students' socio-economic status and household environment. Similarly, in Pakistan, a lowincome country, internet connectivity issues and lack of faculty training and institutional support have been mentioned as being the key challenges in respect of online medical education during the pandemic. 2 Although the authors 1 conclude that students' household environment and socio-economic status hampered their motivation to attend online classes during the pandemic, these variables are not clearly defined or operationalized as has been done in some other studies. 3 The authors also do not evaluate how students' socioeconomic status affects ownership of smart devices, access to internet and data.This study uses online questionnaires, but poor internet connectivity in rural areas may have lowered the response rate. A combination of paper-based and online surveys 3 could have been used to address this issue. The sample 1 only included 1st, 2nd and 3rd year medical students, which limits generalizability of the results. Many studies have reported significant differences in student perception of online learning between students in pre-clinical (1 to 3) and clinical years (4 to 6), 3,4 and highlighted limits of online learning in the clinical years. 5 Another limitation is that this study 1 is based at a single and relatively new medical school in North India, which further reduces its generalizability.

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“…The unprecedented changes in the academic world brought by the COVID-19 pandemic led to the rapid evolution and domination of online teaching. 29 Regardless of how well-prepared they were, medical schools all over the world were recently thrown off balance when they were forced to shift to exclusive online teaching. 30 Since pathology teaching and assessment are fundamental components of the undergraduate medical curriculum, 31 our research focused on the evaluation of the applied e-learning Pathology by asking the students registered on the course about their e-learning experience during one semester.…”

Section: Discussionmentioning

confidence: 99%

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

Manou¹,

Lazari²,

Lazaris³

et al. 2022

AMEP

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Purpose Synchronous and asynchronous e-learning is a promising and effective educational method for the delivery of medical lessons. Due to the public health measures implemented during the COVID-19 pandemic, our Pathology Department faced the challenge of a total online transition of the lessons. Therefore, the aim is to evaluate the aspects of the applied e-learning method they received. Materials and Methods At the end of the semester when e-learning was applied, we designed a structured questionnaire consisting of 17 items via Google Forms, which took the students between 5 and 7 minutes to complete. Of the 257 students registered on the Pathology course in the fifth semester, 207 students (80.5%) returned completed valid questionnaires. Results Fifteen of the seventeen components of the e-learning Pathology questionnaire were evaluated highly by the vast majority of the students. The two remaining items, the HIPON platform and the Microlabs e-lessons, were evaluated highly by almost half the students. Approximately 93% of medical students answered that e-learning could be integrated with real class lessons in the medical curriculum: 62.8% (N = 130) of students answered to a great extent, and 30.4% (N = 63) answered to a small extent. Statistically significant differences were found between the demographic characteristics of the participants (gender, permanent residence, working status) and their evaluation of the e-learning items. Conclusion E-learning was successfully implemented for the delivery of the pathology lessons and was widely accepted by the students, providing evidence for its future integration into the medical curriculum. Our findings illuminate various aspects of the students’ experience with e-learning, and we strongly recommend that the students’ evaluation and perspective be taken into consideration by the faculty in the development of policies for higher-quality medical education.

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Assessing the Role of Internal Motivation and Extrinsic Factors on Online Undergraduate Medical Teaching in a Resource-Poor Setting During Covid-19 Pandemic in North India: An Observational Study

Cited by 22 publications

References 11 publications

Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

A Response to Assessing the Role of Internal Motivation and Extrinsic Factors on Online Undergraduate Medical Teaching in a Resource-Poor Setting During Covid-19 Pandemic in North India: An Observational Study [Letter]

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

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