Sustaining blended and online learning during the normal and new normal conditions in a Saudi higher education institution: health science students' perspectives

Al-Kahtani, Nouf; Almurayh, Abdullah; Subbarayalu, Arun Vijay; Sebastian, Tunny; Alkahtani, Hend Khalid; Aljabri, Duaa

doi:10.1016/j.heliyon.2022.e10898

Cited by 20 publications

(18 citation statements)

References 37 publications

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“…Most students in our study were in favour of the continuation of blended learning post-COVID-19 pandemic, similar to the findings from the UK. 65,74 In addition, similar findings were reported from studies that were conducted across developed and developing countries including Sweden, 83 Bahrain, 67 Kazakhstan, 84 Saudi Arabia, 85 Kenya, 86 India, 87 Malaysia 88 and Bangladesh. 3 This is because blended learning offers many benefits to teachers and students including continued learning even with the closure of physical classes.…”

Section: Discussionsupporting

confidence: 72%

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

Mudenda,

Daka,

Mufwambi

et al. 2023

SAGE Open Medicine

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Objectives: The coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students’ perspectives regarding online learning during the COVID-19 pandemic. This study assessed the perspectives, satisfaction and experiences with online and classroom learning among human health students at the University of Zambia. Methods: This cross-sectional study was conducted among 737 students at the University of Zambia from October 2022 to April 2023. Data were analysed using Stata version 16.1. Results: Of the 737 participants, 51.6% were female and 56.5% agreed that blended learning should continue even after the COVID-19 pandemic. However, 78.4% of the students believed that group discussions were more suitable in the classroom than online learning. Most students (67.1%) disagreed that they preferred online learning to classroom learning. Furthermore, 77.6% of the students disagreed that online learning gave more satisfaction than classroom learning. Conclusions: This study found that most students recommended the continuation of blended learning after the pandemic. However, they believed that follow-up tutorials and assessments were better undertaken in physical classrooms than online learning. These findings are important in sensitising stakeholders in the education sector and governments to consider blended learning as a teaching strategy in the future. There is a need to develop and implement curricula that offer blended learning to students as well as ensure the students have the necessary facilities and equipment to support such learning.

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Section: Discussionsupporting

confidence: 72%

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

Mudenda,

Daka,

Mufwambi

et al. 2023

SAGE Open Medicine

View full text Add to dashboard Cite

show abstract

“…The skills of students and lecturers to use various e-learning systems are important for the implementation of e-learning. The effectiveness of e-learning requires the collaboration of students, who must shift from conventional course offerings and manage the most recent technological terrain, which has unique requirements [ 26 , 27 ]. Costly data charges and other social inequality worsen the gap in reaching a quality education, and these concerns are broadening the technology gap [ 24 , 28 , 29 ].…”

Section: Introductionmentioning

confidence: 99%

Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model

Alyoussef

2023

Heliyon

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“…Nonetheless, it did not address plagiarism issues per-se . Other research [ 66 ] examined course attendance and students' perception of satisfaction, convenience, engagement, and learning in blended and online courses. It demonstrated that students' satisfaction, convenience, and engagement while taking exams through online attendance mode is higher than those through “In-person” attendance mode.…”

Section: Introductionmentioning

confidence: 99%

Academic integrity in the HyFlex learning environment

Eshet¹,

Dickman²,

Zion³

2023

Heliyon

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Sustaining blended and online learning during the normal and new normal conditions in a Saudi higher education institution: health science students' perspectives

Cited by 20 publications

References 37 publications

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model

Academic integrity in the HyFlex learning environment

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