Distance learning: Challenges, new solution

Panahi, Pejman; Borna, Farnoush

doi:10.1109/mipro.2014.6859648

Cited by 7 publications

(5 citation statements)

References 4 publications

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“…Distance E-learning in medical education may represent a suitable alternative to traditional learning to deliver high-quality education. The availability of essential infrastructures and efficient institutional strategies represent a major challenge for integrating distance learning in medical education [1]. Even blended education (i.e.…”

Section: Introductionmentioning

confidence: 99%

Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives

et al. 2020

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Background As COVID-19 has been declared as a pandemic disease by the WHO on March 11th, 2020, the global incidence of COVID-19 disease increased dramatically. In response to the COVID-19 situation, Jordan announced the emergency state on the 19th of March, followed by the curfew on 21 March. All educational institutions have been closed as well as educational activities including clinical medical education have been suspended on the 15th of March. As a result, Distance E-learning emerged as a new method of teaching to maintain the continuity of medical education during the COVID-19 pandemic related closure of educational institutions. Distance E-Learning is defined as using computer technology to deliver training, including technology-supported learning either online, offline, or both. Before this period, distance learning was not considered in Jordanian universities as a modality for education. This study aims to explore the situation of distance E-learning among medical students during their clinical years and to identify possible challenges, limitations, satisfaction as well as perspectives for this approach to learning. Methods This cross-sectional study is based on a questionnaire that was designed and delivered to medical students in their clinical years. For this study, the estimated sample size (n = 588) is derived from the online Raosoft sample size calculator. Results A total of 652 students have completed the questionnaire, among them, 538 students (82.5%) have participated in distance learning in their medical schools amid COVID-19 pandemic. The overall satisfaction rate in medical distance learning was 26.8%, and it was significantly higher in students with previous experience in distance learning in their medical schools as well as when instructors were actively participating in learning sessions, using multimedia and devoting adequate time for their sessions. The delivery of educational material using synchronous live streaming sessions represented the major modality of teaching and Internet streaming quality and coverage was the main challenge that was reported by 69.1% of students. Conclusion With advances in technologies and social media, distance learning is a new and rapidly growing approach for undergraduate, postgraduate, and health care providers. It may represent an optimal solution to maintain learning processes in exceptional and emergency situations such as COVID-19 pandemic. Technical and infrastructural resources reported as a major challenge for implementing distance learning, so understanding technological, financial, institutional, educators, and student barriers are essential for the successful implementation of distance learning in medical education.

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Section: Introductionmentioning

confidence: 99%

Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives

et al. 2020

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“…Limited institutional capacity and knowledge on online teaching inevitably made this transition more challenging for LMIC. The HIC successfully swiftly implemented a vast array of technology-enhanced learning solutions within the pre-existing structures: webinars conducted via zoom, Skype, Google Hangouts, WebX; online learning platforms; mobile applications; 3-dimensional anatomy models; and online question banks [ 19 , 23 , 24 ]. In some LMIC distance e-learning had not been adopted as a modality of teaching within health professions education [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

“…In some LMIC distance e-learning had not been adopted as a modality of teaching within health professions education [ 19 ]. The availability of essential infrastructures, well-trained educators, advanced technologies, efficient institutional strategies and student related barriers represent major challenges in integrating distance e-learning in health professions education in LMIC [ 23 – 26 ]. With the uncertainty of returning to normal life after the containment of the pandemic e-learning will remain the modality of teaching, learning and assessment in higher education.…”

Section: Discussionmentioning

confidence: 99%

Health professions faculty’s perceptions of online teaching and learning during the COVID-19 pandemic

Chidzonga

Haruzivishe²,

Chikwasha³

et al. 2022

PLoS ONE

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The global societal impact of the COVID-19 pandemic is incalculable with profound social suffering, deep economic hardships and enforced closure of schools, businesses, and higher learning institutions through the imposition of lockdown and social distancing in mitigation of the spread of the SARS-Cov-2 infection. Institutions have had to hastily migrate teaching, learning and assessment to online domains, at times with ill-prepared academics, students and institutions and with unwelcome and disorienting consequences. Our study surveyed perspectives of faculty at the University of Zimbabwe Faculty of Medicine and Health Sciences (UZFMHS) towards the hastily adopted online teaching, learning and assessment implemented in response to the mitigation of the COVID-19 pandemic. Twenty nine (29) faculty in all the major disciplines and career hierarchy. There were mixed responses regarding the use of this modality for teaching, learning and assessment: training before online teaching, learning and assessment, advantages and disadvantages, cost effectiveness, effectiveness for teaching, learning and assessment, effect on student feedback, disruptions from internet connectivity issues, interaction with students, suitability for practical training, and barriers to online teaching, learning and assessment. These results would enable the UZFMHS develop institutional and personalised approaches that would enable execution of online teaching, learning and assessment under the current and post COVID-19 pandemic.

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“…Online education may represent a suitable alternative to traditional education methods for delivering a good-quality medical education. However, important challenges include the need for essential infrastructure and efficient institutional strategies [ 6 ]. The issues reported with online education include difficulties with time management, lack of interaction, and student evaluation [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

The perceptions of medical students of online teaching during the COVID-19 pandemic: a national survey from Jordan

AL-Iede,

Albaramki,

Alsoudi

et al. 2024

JMedLife

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Distance learning: Challenges, new solution

Cited by 7 publications

References 4 publications

Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives

Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives

Health professions faculty’s perceptions of online teaching and learning during the COVID-19 pandemic

The perceptions of medical students of online teaching during the COVID-19 pandemic: a national survey from Jordan

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