Medical Students’ Perception Regarding E- Learning during Covid-19 Lockdown Period

Abstract

Background and Objectives: Due to Covid-19 lockdown period undergraduate medical institutions across the country are moving towards e-learning for continuity of education. The purpose of this study is to determine the perceptions of students towards e-learning and to analyze medical students’ perception on e-learning vs. conventional learning.
 Materials and Method: This was a descriptive cross sectional study conducted by distributing an online semi-structured questionnaire consisting Likert scale to undergraduate medical students of Kathmandu Medical College. Data assembled from the survey were analyzed and Statistical package for social sciences (SPSS) 24 version software was used for data analysis.
 Result: A total of 273 students were enrolled in this study. Most of the students, 83.9% (229) had the perception that conventional teaching method was the best method for learning as compared to e-learning method 16.1% (44). The students mentioned that conventional method of learning is more effective to increase knowledge than e -learning (M= 3.87, M= 2.80) which was statistically significant (p=0.000).
 Conclusion: E-learning was the only option for students to study during lockdown period. But students preferred conventional method of learning as compared to e-learning. It might be due to some disadvantages of e-learning, eg. Technical difficulties, lack of interaction with teacher and patients, etc. So, these measures have to be addressed for improving e-learning for betterment of teaching-learning activity during these types of circumstances in future.

Students’ Perceptions of ESP Online Pedagogy during COVID-19 and Pedagogical Transitions in a Nepali University: Case Studies and Embedded Action Research

“…The initial paucity of literature on teachers' and students' experiences of OTL (by using mobile, Google Meet, YouTube, etc.) gradually gave way to new literature: Teachers pictured OTL both as fruitfully productive or participatory and not as eff ective as in physical classes whereas students took online classes as comparatively problematic and less eff ective than physical classes (Manandhar et al, 2021). More importantly, a few studies (Dangal & Bajracharya, 2020;Shrestha et al, 2022;Singh & Shrestha, 2021) reported that practices and aspects associated with OTL, following the pandemic-caused anxieties, negatively aff ected the mental wellbeing of students and teachers.…”