Online learning in the wake of the COVID-19 pandemic: Mixed methods analysis of student views by demographic group

Tosto, Samantha A.; Alyahya, Jehad; Espinoza, Victoria; McCarthy, Kylie; Tcherni-Buzzeo, Maria

doi:10.1016/j.ssaho.2023.100598

Cited by 8 publications

(6 citation statements)

References 62 publications

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“…38 Furthermore, the students also faced great difficulties, since the end of their student life, returning to their families, as well as the lack of infrastructure necessary for this type of learning. 38,39 Many studies have evidenced different aspects of online learning before and after the COVID-19 pandemic time. [40][41][42][43][44] On the other hand, there is a lack of research on empirically investigated identifying and understanding factors, that impacted directly Distance learning is a useful tool for overcoming unforeseen emergencies, such as the COVID-19 pandemic, according to Ayebi-Arthur.…”

Section: Discussionmentioning

confidence: 99%

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A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

Koja,

Abazaj

2024

Health Science Reports

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BackgroundSevere acute respiratory syndrome coronavirus 2 caused an unprecedented pandemic for more than 2 years, affecting the lifestyle health, and education systems at the global level. During this long pandemic period, online learning was considered the only secure learning alternative. Multiple studies have demonstrated positive or negative perceptions related to online teaching.AimThrough this study, we identified the perceptions and different challenges that online learning brought to the education of the students of Alexander Xhuvani University, Elbasan, focusing on their achievements.MethodThis cross‐sectional study was conducted by Alexander Xhuvani University from March to May 2021. A questionnaire that assessed students' perceptions related to the effectiveness of distance learning was used for this study. This questionnaire had a Cronbach α value of 0.760. Students from two faculties were welcomed to be part of this survey and to fill out the questionnaire on the Google platform. The data of the online questionnaire was made in Excel format and then analyzed using the statistical program SPSS version 20.0.ResultsOverall, 350 students were included in the study about 268 (76.6%) belong to the female gender, and most students 239 (68.3%) belong to the age group of 18–20 years. It is worth mentioning that 271 (77.4%) had a negative perception related to e‐learning. Approximately, 201 (57.4%) of students encountered difficulties with the internet, 49 (14%) of cases reported a lack of technological equipment, and 111 (31.7%) encountered distraction while using the phone to listen to the online lesson. Problems with visual images and audio were also reported. As advantages, we mention freer time and greater flexibility in the learning process. Changes in health and management of online learning were observed in 123 (35.1%) of students, where loss of time and lack of concentration to learn, sleep problems, stress, anxiety, and fear were encountered the most.ConclusionsThis is the first study in university education to assess students' perceptions and results achieved by online learning during our country's pandemic. Our study's findings show that 271 (77.4%) of participants have a negative perception of online learning. The most common challenges among students were Internet speed, a lack of technological equipment, and Internet disconnection. In terms of expectation fulfillment during online learning and assessment results, 245 (70%) of students' expectations were unsatisfied and unmet. These findings will address the gaps in the literature and may influence future online learning design in our country.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

Koja,

Abazaj

2024

Health Science Reports

View full text Add to dashboard Cite

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“…Evidence suggests there may be racial, ethnic, gender, and age-based differences in the preferred online education type and format [ 5 , 17 ]. Thus, educators may adjust their educational methods based on the target audience's preferences.…”

Section: Reviewmentioning

confidence: 99%

“…Thus, educators may adjust their educational methods based on the target audience's preferences. For example, previous research on online education has shown that female students may prefer asynchronous courses, while Black students may prefer synchronous sessions [ 5 ].…”

Section: Reviewmentioning

confidence: 99%

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Considerations for Clinician-Educators Developing Online Educational Content: A Narrative Review

Baduashvili,

Fainstad,

Kudron

2024

Cureus

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In modern medical education, clinician-educators are increasingly called upon to develop online education to complement or replace in-person instruction. Despite a growing need for online curricula, many medical professionals lack training and experience in digital content development, deployment, assessment, and maintenance. Previous studies offer guidance on some aspects of online education development but often overlook key components, such as accessibility, legal considerations, financial implications, and sustainability challenges. This review offers medical professionals a broad overview of these important issues. We discuss various pedagogical considerations, including aligning educational goals and objectives with the digital content, choosing the appropriate online interface, and employing strategies to mitigate cognitive load while maximizing accessibility to create an inclusive online learning environment. We offer practical tips for creating effective, high-quality, and enduring audio-visual content and reflect on initial content deployment, testing, assessment, and revision. We discuss the intricacies of obtaining continuing medical education credits when the target audience includes faculty members. We address several legal issues online educators must consider, such as copyright laws, intellectual property rights, and medical liability. The review concludes with a discussion of sustainability mechanisms and financial considerations to ensure the long-term success of the educational program. Our recommendations aim to equip medical professionals embarking on a digital education journey with practical tools to produce effective, inclusive, and sustainable online content while considering legal implications.

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Exploring the impact of digital concept mapping methods on nurse students’ learning anxiety, learning motivation

Tang,

Tang

2024

Evaluation and Program Planning

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Online learning in the wake of the COVID-19 pandemic: Mixed methods analysis of student views by demographic group

Cited by 8 publications

References 62 publications

A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

Considerations for Clinician-Educators Developing Online Educational Content: A Narrative Review

Exploring the impact of digital concept mapping methods on nurse students’ learning anxiety, learning motivation

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