Perception of E-Resources on the Learning Process among Students in the College of Health Sciences in King Saud University, Saudi Arabia, during the (COVID-19) Outbreak

Jasser, Reham Al; Alolyet, Lina M.; Alsuhaibani, Daniyah; Albalawi, Sarah; Manzar, Md. Dilshad; Albougami, Abdulrhman

doi:10.3390/healthcare10010040

Cited by 2 publications

(2 citation statements)

References 22 publications

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“…The reduced clinical experience emerging from the transition from the face-to-face to online stmctures is of major concern to Oral Radiology. Some authors 20 have suggested a broad variety of digital resources for teaching, such as Zoom, Blackboard, and Google applications. Others 21 have suggested the implementation of online joumal clubs and case discussions to trigger student engagement.…”

Section: Discussionmentioning

confidence: 99%

Students’ perspective of the teaching-learning process of oral radiology before and during the COVID-19 pandemic

Abreu-Alves¹,

Panzarella²,

Junqueira³

et al. 2022

Acta Odontol Latinoam

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The SARS-Cov-2 (COVID-19) pandemic changed the educational structure of dentistry courses and highlighted the importance of online tools. Understanding students’ perception regarding these changes is essential to establishing future teaching-learning strategies to accommodate students’ needs in higher education. The aim of this study was to assess students’ perceptions of the Oral Radiology teaching- learning process before and during the COVID-19 pandemic. The sample consisted of students (n = 111) of the 2nd , 4th and 6th semesters of the dentistry course, who answered a questionnaire with 21 items: A) Students’ demographic data (5 questions); B) Students’ teaching-learning experiences during the pre-pandemic period (8 questions); and C) Students’ teaching-learning experiences during the post-pandemic period (8 questions). Stuart-Maxwell tests revealed statistically significant differences between students’ opinions before and during the pandemic when they were asked about the structure of the Oral Radiology module (p = 0.008); their previous experience with e-learning and teaching (p < 0.001); their thoughts about the importance of e-learning in Oral Radiology (p < 0.05); and the time they spent online for academic purposes (p < 0.05). Students seem to prefer on-campus activities (before COVID-19), but the pandemic increased their awareness of the importance of e-learning, the time they spent on online studies, and their knowledge of online educational tools.

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Section: Discussionmentioning

confidence: 99%

Students’ perspective of the teaching-learning process of oral radiology before and during the COVID-19 pandemic

Abreu-Alves¹,

Panzarella²,

Junqueira³

et al. 2022

Acta Odontol Latinoam

View full text Add to dashboard Cite

show abstract

“…For this reason, some authors underline that the lack of contact affects the attitudes related to e-learning [ 48 , 49 , 50 , 51 ]. This important issue requires investment in infrastructure and teaching skills development to make students’ learning satisfactory [ 52 , 53 ]. In line with these studies, although e-learning is considered easily usable and a valid educational alternative, our data showed that students did not have a positive attitude towards these tools, especially for their use in the future.…”

Section: Discussionmentioning

confidence: 99%

Emotional Impact of COVID-19 Pandemic on Nursing Students Receiving Distance Learning: An Explorative Study

Manuli

Maggio

Rosa

et al. 2022

IJERPH

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Social restrictions have a significant impact on higher education, especially on nursing students. The main goal of our study was to assess the emotional state of nursing students who received e-learning during the second wave of the COVID-19 pandemic. The secondary objective was instead to measure the usability and acceptability of distance learning systems. A cross-sectional survey design was used to assess the psychological effects of the COVID-19 pandemic on 1st-, 2nd-, and 3rd-year undergraduate nursing students attending the University of Messina, Italy, using an anonymous online questionnaire. The data of 522 nursing students were examined. All participants completed the online questionnaire, declaring the good usability of e-learning education (SUS mean 68.53 ds: 16.76). Moreover, we found that high levels of satisfaction in the use of the means of distance learning (based on the SUS score) were positively correlated with low levels of stress, anxiety, depression, and mental distress. In conclusion, the present study provided relevant information on usability and mental distress related to e-learning and use in a sample of nursing students. It was found that students generally found this method to be good for use. Although e-learning can be a valuable and usable teaching tool, the study suggests that students prefer a blended or presence modality, based on their perception of learning. So teaching nursing students in the future could integrate the two ways to enhance learning. Further studies are needed to evaluate this aspect.

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Perception of E-Resources on the Learning Process among Students in the College of Health Sciences in King Saud University, Saudi Arabia, during the (COVID-19) Outbreak

Cited by 2 publications

References 22 publications

Students’ perspective of the teaching-learning process of oral radiology before and during the COVID-19 pandemic

Students’ perspective of the teaching-learning process of oral radiology before and during the COVID-19 pandemic

Emotional Impact of COVID-19 Pandemic on Nursing Students Receiving Distance Learning: An Explorative Study

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