Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines

Abstract

Introduction In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. Methods The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple-choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. Results Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer. To access online resources, 79% had a postpaid internet subscription while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. Discussion Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-021-01231-z.

Demographic, gadget and internet profiles as determinants of disease and consequence related COVID-19 anxiety among Filipino college students

“…Moreover, our research suggests that students from poorer households demonstrate higher levels of consequence-related COVID-19 anxiety, which confirms that people of lower socioeconomic status experience the social and economic impacts of the pandemic disproportionately (Shadmi et al, 2020). Anxieties among poor students have been related to the economic consequences of the pandemic such as financial distress because of parents losing employment, lack of basic needs and the need of the student to work to gain more income (Baticulon et al, 2021).…”

“…In terms of gadget profile, our findings show that those who do not own laptops and tablets, and those with a lesser variety of gadgets owned are significantly more anxious about the consequences of COVID-19. Owning computing devices with required specifications are important to successfully engage in distance learning as a consequence of the pandemic, and not owning gadgets that can properly run learning management systems is considered a barrier for online education (Baticulon et al, 2021;Cedeño et al, 2021), which can be a factor contributing to students' anxiety (Baloran, 2020;Pastor, 2020).…”

“…Moreover, students who have less than five hours of daily Internet access are more anxious in terms of the consequences of COVID-19. Since online learning is highly dependent on Internet connection, which the Philippines still lacks in terms of national coverage (Barreiro, 2017), students with limited or unreliable connectivity will not be able to fully engage in class, which can be the source of anxiety for them (Baticulon et al, 2021;Pastor, 2020).…”

“…In order to effectively engage in online classes, obtain information on COVID-19 and access essential digital services, students must own computing devices connected to reliable Internet connection (Baloran, 2020;Pastor, 2020). These are digital resources needed in order to participate in education and other facets of life in the new normal that require finances, which students from poorer households may lack (Baticulon et al, 2021). These explain the high level of anxiety observed in both economically and digitally challenged sectors of the undergraduate student population.…”

“…Especially among students, the availability of these digital resources is vital for an effective participation in online college education and coping with many other challenges in the new normal (Kapasia et al, 2020). Increased gadget use during the pandemic has been suggested to improve social and cognitive health among students (Beng et al, 2020), while the lack of devices and connectivity for e-learning has been linked to increased stress among learners (Baticulon et al, 2021). Educational policies that design programs and provide human and financial resources to improve the information communication technology (ICT) integration in post-primary education have been emphasized (Alghamdi & Holland, 2020), and are now indispensable necessities in this era of lockdown and remote learning.…”