Identifying the challenges of online education from the perspective of University of Medical Sciences Students in the COVID-19 pandemic: a Q-methodology-based study

Gheshlagh, Reza Ghanei; Ahsan, Mehrdad; Jafari, Mojtaba; Mahmoodi, Hassan

doi:10.1186/s12909-022-03980-w

Cited by 6 publications

(2 citation statements)

References 42 publications

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“…Although the COAMS programs follow traditional instructional methods, the curriculum also fosters an interactive and cooperative learning environment through the integration of diverse teaching strategies such as problem-based learning (PBL), small group discussions, and simulation to ensure achieving the learning outcomes. Challenges to remote interprofessional health education may include issues related to communication and barriers related to educational content and interaction between instructor and student, inadequacy for practical learning, student assessment, use of technology tools, online experience and inadequacy of internet and website services, pandemic-related anxiety or stress or burnout, time management, lack of motivation and technophobia ( 2 , 3 , 71 , 72 ). Besides the findings of our study, these challenges indicate the areas that require attention in interventions aimed at facilitating the successful implementation of interprofessional online education challenges, based on COAMS students’ perspectives in Saudi Arabia and elsewhere.…”

Section: Discussionmentioning

confidence: 99%

Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study

Alshamrani,

Ghulam,

Alattas

et al. 2023

Front. Med.

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BackgroundThe novel Coronavirus Disease 2019 (COVID-19) pandemic has presented unparalleled and unique stressors and challenges to the field of applied health sciences education. This study explored how the College of Applied Medical Sciences (COAMS) Saudi students perceive the transition to remote/ hybrid learning during the COVID-19 pandemic.MethodsA cross-sectional exploratory investigation was carried out during the months of February and March in the year 2023 among 196- COAMS Saudi students, using the 48-item previously developed and validated questionnaire, and with a non-probability convenient sampling technique. Descriptive statistics were generated for participants’ demographics, and for each questionnaire item and statistical analysis was performed using chi-square test.ResultsOut of the 283 undergraduates who have enrolled in COAMS, a total of 196 students have agreed to participate in the study with an overall response rate of 69.3%. Over 70% of COAMS students were satisfied and engaged in their on-site coursework. Nevertheless, questionnaire data indicates that their satisfaction and level of engagement diminished following the shift to remote learning. More than 62% of COAMS students were satisfied with their instructors’ instructional and assessment strategies during on-site coursework, but such perceptions have decreased with remote instruction. Hybrid learning can be beneficial and effective in improving the performance and learning experience of COAMS students. As compared to female students, COAMS male students were more satisfied with remote learning because it met their needs (p = 0.017).ConclusionRemote classrooms have lower attendance and interest than on-site classes. Despite lower satisfaction levels in online courses, hybrid learning was viewed favourably by COAMS students. Higher educational institutions should develop plans to increase student involvement, improve academic integrity, and assess the effect of the pandemic on undergraduate education on a regular basis. By incorporating these measures, educational institutions can enhance and support the remote learning experience for their students.

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Section: Discussionmentioning

confidence: 99%

Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study

Alshamrani,

Ghulam,

Alattas

et al. 2023

Front. Med.

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“…Another serious problem is the challenges of online education. According to Gheshlagh et al (2022); Barrot et al (2021); Mahyob (2020), learner acknowledge that the main obstacles from online education are absence from the society, technical difficulties, and a challenge in make sense of the objectives the course. In a study, it was discovered that students were not adequately prepared for juggling their study lives with their work, household, and social lives in a virtual learning environment.…”

Section: Concerns Regarding Online Learning and Teachingmentioning

confidence: 99%

Online Learning Makes Student Perform Better: A Quantitative Study of Interactivity During Class and Academic Performance Among USIM Students

Suhadi,

Mustaffa

2023

J. Cntm. Isl. Comm.

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The purpose of this thesis is to investigate the effect of interactivity in online learning on student academic performance. Online learning has become a popular method of education, but the lack of interaction in some online courses has been a concern. This study aims to explore the ways in which interactivity in online learning can be enhanced to improve student academic performance. The research was conducted using a quantitative method, with a sample of students enrolled in online courses at a university. Data was collected through a survey, which measured students’ perceptions of interactivity in their online course and their academic performance. The results of the study showed that there is a positive correlation between interactivity in online learning and student academic performance. The findings suggest that incorporating interactive elements, such as discussion boards, collaborative projects, and real-time interactions, can improve student engagement and ultimately lead to better academic outcomes. This research contributes to the understanding of how interactivity in online learning can be used to enhance student academic performance and can serve as a reference for educators and instructional designers in developing interactive online courses.

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Higher Education Teaching Quality in the Aftermath of the Double Disruption

Lundberg,

Stigmar

2024

Innov High Educ

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The pandemic (first disruption) eventually led to a forced digital transformation (second disruption) in higher education. Consequently, university educators had to re-navigate their academic teacher identity. This study’s purpose is to contribute new knowledge about how teaching quality in current, post-pandemic, higher education might have been affected by these structural changes. To identify consensus and patterns of disagreement regarding subjectively perceived changes, rather than investigating an objective reality, Q methodology was selected. Forty-three university educators shared their views by rank-ordering a set of teaching quality aspects. Q method analysis allowed the emergence of three statistically distinct factors (F1-F3), which were interpreted. More openness concerning new teaching methods and technological innovations and increased accessibility of teaching were seen as positive changes by all factors. Different areas of change regarding teaching quality were most prominent in the three factors: promising change concerning educators’ use of visualizations and their pedagogic knowledge and skills (F1); a loss of support for and facilitation of students’ learning processes (F2); aspects connected to their own mental health and their awareness of what makes them happy before and during classes (F3). Additionally, results illustrate that in post-pandemic higher education, some university educators might distinguish between mode of delivery and content of teaching when discussing teaching quality. In conclusion, data shows that the disruptive time, despite its unfortunate origin, seems to have triggered both positive changes and revealed new areas of academic development. It remains to be seen how permanent some of the subjectively perceived changes are.

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Identifying the challenges of online education from the perspective of University of Medical Sciences Students in the COVID-19 pandemic: a Q-methodology-based study

Cited by 6 publications

References 42 publications

Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study

Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study

Online Learning Makes Student Perform Better: A Quantitative Study of Interactivity During Class and Academic Performance Among USIM Students

Higher Education Teaching Quality in the Aftermath of the Double Disruption

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