Students' Perception and Acceptance of e-Learning and e-Evaluation in Higher Education

The COVID-19 pandemic has led to increased use of online resources in educational institutions, making e-learning a necessity. This study aimed to investigate how students from four colleges at Jazan University in Saudi Arabia perceived and accepted e-learning and e-evaluation. Methods: 236 students participated in a cross-sectional study conducted in October 2021. The students completed a well-constructed questionnaire with 22 closed-ended questions divided into five domains. The students rated their answers on a 5-point Likert scale from 1 to 5. To analyze the collected data, the researchers utilized SPSS (v26). Result: Out of the total 236 students who participated in the study, most (30.5%) from the College of Public Health and Tropical Medicine (59.8%) used laptops, while 78% of students had a favorable impression of e-learning. Students' perceptions were focused on whether e-learning and e-evaluation methods helped them understand the study material smoothly and clearly. Among the students, 27% strongly agreed, 25% agreed, 16% were neutral, 11% disagreed, and 11% strongly disagreed. Additionally, 28% of the students strongly agreed, and 34% agreed that exam questions during e-evaluation were appropriate and comprehensive. Although online learning may result in less social contact, a lack of social presence, and difficulties in communication harmonization, e-learning still has some positive effects on students. It is considered a powerful platform, especially during emergencies or for those unable to attend in-person classes to complete their studies. The study has significant implications for higher education institutions, especially during emergencies, where online learning is necessary. Future research can further explore the factors that affect student perceptions and acceptance of elearning and e-evaluation and how to improve them. © 2023, Pakistan Journal of Life and Social Sciences. All Rights Reserved.

Development and Validation of Online Learning Assessment Survey (OLAS) and Student Perception of Online Classes During the Covid-19 Pandemic

The COVID-19 pandemic forced the educational institutions in the Philippines to go full online, full modular or blended during its height in 2020. This study surveyed students' perception of online classes after having experienced the modality for one school year. An online questionnaire was developed and validated to collect data relevant for this research. The Cronbach's alpha value obtained is 0.85 suggesting an acceptable internal reliability. The survey went through evaluation by experts and was found to be valid and reliable. The quantitative and qualitative data gathered show that the students perceive online or virtual classes as innovative. It increases their autonomy and self-determination. It opens access to variety of platforms, online resources, and materials. However, there is a need to improve conduct of online classes to make learning easy and enjoyable, make it more engaging and motivating. Findings in this study reveal that the general perception of students on the conduct of online classes is neither positive nor negative. However, most of the negative feedback come from unreliable internet connectivity, physiological issues, financial demands, delayed feedback and issues with authenticity of examination scores that come along with online instruction. The results of this study can be used as a basis for development of interventions that could help address the issues that come along with online learning. Further research is recommended to fill the gaps created by the virtual teaching and learning arrangements to assist educators and institution administrators in drafting policies and strategies in managing the challenges of online modality. © 2023 ACM.

Online Classes Design and Delivery Based on Student Responses

Background: COVID-19 has made a series changes in all system of life especially in education. As a result, education has changed dramatically with the distinctive rise of e-learning. The present study was aim to examine the preference and perception of MBBS student on newly introduced online live video classes. Method(s):An online questionnaire survey consisting of closed and open-ended questions on nine different categories such as accessing online video content, previous experience with online learning, interaction with video lectures addressing the content, duration, visualize, timings and screen size, perceived learning experience, the online content learning assessment methods and the experience with the online learning management system.Two hundred and thirteen undergraduate medical students were participating in this study. And it was conducted by the large medical institution in Andhra Pradesh. Result(s): The e-learning methods were encouraged and its gaining popularity among the medical students and faculty. Our analysis shown 97.7% students were highly satisfied and 2.3% were not satisfied with online classes on comparison to the traditional methods of learning. Conclusion(s):The teaching method and teachers support are the pivotal elements which enable online learning experience with a mutual relationship. Furthermore, the usefulness and acceptability of e-learning among medical students as a part of their curriculum is still not fathomed in medical education.Copyright © 2022 Indian Medical Association. All rights reserved.

Teachers' and students' perceptions and practices in promoting a sense of community for blended education

Blended learning is not a new concept, but has attracted increased interest among higher education institutions in preparing for future education. During the COVID-19 pandemic, many teachers have gained extensive experience with online and digital education. Yet, maintaining social engagement amongst and with students, while motivating them to actively participate in their learning, remains a momentous challenge for teachers working in a blended learning environment [1]. Poor social interactions cause a negative impact on the quality of blended learning [2], culminating in students feeling lonely, isolated, and losing motivation [3]. As such, a sense of community will be crucial, but may be difficult to achieve due to limited physical classroom time. This study addresses students' and teachers' viewpoints, and seeks to answer the question: What are the perceptions and practices of students and teachers regarding promoting a sense of community in a blended learning environment? A qualitative methodology is utilized, including non-participant observation, document analysis, and interviews for data collection and analysis. Firstly, the findings of this study enhance our understanding of teachers' perceptions, practices, and challenges for cultivating SoC. Secondly, this study provides information for professional development of teachers that carry out blended education. Finally, we hope this study can support higher education institutions in preparing and reshaping for the future. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

Changes in the usefulness of communication channels for prospective undergraduates about university studying: afore and during the pandemic

PurposeThis study investigated the usefulness of various communication means for providing university study information with prospective students before and during the pandemic for three consecutive academic years.Design/methodology/approachStudents who had recently taken undergraduate program admission indicated how useful communication channels were in providing the information about university studying. Seven communication channels were examined: open/information day, admission talk, campus visit, education fair, admission website, social media and summer activities. The students were asked to complete an online survey at the beginning of an academic year. In the survey, they were asked to indicate the usefulness of each of the communication channels using a five-point Likert scale with the descriptors: 1 = not useful, 2 = slightly useful, 3 = somewhat useful, 4 = useful, 5 = very useful. If students did not have any usage experience with a communication channel, they were asked to choose "no experience.” There were 1798, 1735 and 1961 students at a university in Hong Kong participating in the study in academic years 2019/20, 2020/21 and 2021/22, respectively.FindingsThe pandemic has transformed the landscape of the university's ways of marketing channels to communicate with prospective students. The top useful channel of information for students during the pandemic was admission website, followed by social media and then open/information day. Before the pandemic, open/information day was the most useful channel of information for students and then admission website;the least useful one was social media channel. Significant differences were revealed in the usefulness rating on open/information day and social media channel among the three academic years.Originality/valueThe findings facilitate educational managers to determine the appropriate marketing and recruitment strategies for connecting with prospective students under dynamic context in the era of new normal. They helped identify where to focus the marketing efforts to achieve the most impact in particular under budget constraints.

Virtual clinical pharmacy training in the era of COVID-19: A report on undergraduate students' perceptions and academic performance.

INTRODUCTION: The study objective was to explore the impact of the complete virtual transition of in-hospital clinical training on students' academic performance and to assess students' perceptions of the overall experience. METHODS: In-hospital clinical training was delivered via distance learning using daily synchronous videoconferences for two successive weeks to 350 final-year pharmacy students. The Virtual Faculty of Pharmacy Cairo University (VFOPCU) platform allowed trainees to virtually browse patient files interactively with their clinical instructors to simulate a typical rounding experience. Academic performance was evaluated through identical 20-question tests before and after training. Perceptions were assessed through an online survey. RESULTS: Response rates were 79% pretest and 64% posttest. The median score was significantly higher after receiving the virtual training (7/20 [6-9] out of 20 pretest vs. 18/20 [11-20] posttest, P < .001]. Training evaluations revealed high levels of satisfaction (average rating > 3.5/5). Around 27% of respondents were completely satisfied with the overall experience, providing no suggestions for improvement. However, inappropriate timing of the training (27.4%) and describing training as being condensed and tiring (16.2%) were the main disadvantages reported. CONCLUSIONS: Implementing a distance learning method with the aid of the VFOPCU platform to deliver clinical experiences instead of physical presence in hospitals appeared to be feasible and helpful during the COVID-19 crisis. Consideration of student suggestions and better utilization of available resources will open the door for new and better ideas to deliver clinical skills virtually even after resolution of the pandemic.

How do students perceive educators' digital competence in higher education?

This research aims to contribute to the field of technology in education as the main trend since Covid accelerated digitalization. There are few studies of students' perceptions of digital educators' capabilities following the approach of evidence-based learning. In a survey conducted with 243 respondents using DigComEdu as a valid instrument to measure educators' digital competence (EDC), this research presents an empirical study of the relationship between EDC from students' point of view and their self-perception of learning. The findings demonstrate that 71 % of students consider that the digital competence of their faculty impacts their learning process positively. The study carries out a literature review proposing a model of four elements affecting the student self-perception of learning: 1) educators' digital skills;2) the use of technology for communication, monitoring, and assessment;3) educators' engaging in digital ecosystems;and 4) students' data security in the learning process. The results confirm a significant relationship with three of the hypotheses, with no confirmation of the remaining one. These findings have implications for universities institutions and policymakers to assure the digitalization of education drives effectiveness and quality. © 2023 Elsevier Inc.

In the eye of the beholder - how course delivery affects anatomy education.

BACKGROUND: The COVID-19 pandemic caused major shifts in students' learning strategies as well as teaching environments that profoundly affected the delivery of anatomy courses in medical schools. The Department of Anatomy at the University of Zagreb School of Medicine had a unique experience where the anatomy course in 2019/2020 was first taught in-person before transferring to an online course delivery, while the inverse happened in 2020/2021. The core curriculum, course material and examination criteria were the same in both academic years. The aim of the study was to determine whether course delivery affected students' perceptions of the course and whether it impacted students' engagement and success. METHODS: The students' perceptions of the course were assessed via an anonymous course survey (student evaluation of teaching, SET). The questions in the SET assessed the usefulness of teaching modalities rather than students' satisfaction. Most questions were in the form of statements to which students responded with their level of agreement on a five-point Likert scale. Differences between responses in 2019/2020 and 2020/2021 were analyzed using the Mann-Whitney test. Effect size was estimated using Cliff's delta and association between responses was assessed using Spearman's r coefficient. RESULTS: Students' perceptions were significantly affected by changes in course delivery. Students' success and engagement were higher in 2019/2020 when in-person teaching preceded online teaching. Furthermore, students' views on course organization and the usefulness of continuous assessment were more positive in 2019/2020. Finally, students' perceptions of the usefulness of online materials and activities were more positive in 2019/2020. All comparisons between the two academic years were statistically significant (P ≤ 0.0001 for all comparisons, Mann-Whitney test). CONCLUSIONS: Students' perceptions of the anatomy course were dependent on the teaching environment they were exposed to at the beginning of the course. A transfer from in-person to online course delivery was more successful than vice-versa. This has important implications for structuring hybrid courses in medical education in the future.

Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching.

Prior to the challenges imposed by the Covid-19 pandemic, anatomy practical sessions at Trinity College Dublin involved eight to 10 students per donor station, rotating between digital learning, anatomical models/osteology, and dissection activities for three hours weekly. To maintain cadaveric participation in the anatomy laboratory while adhering to distancing guidelines, a transition to dyad pedagogy was implemented. This mode of delivery allowed two students per donor station to spend one hour per week in the anatomy laboratory with all digital learning elements transferred to the virtual learning platform Blackboard as pre- and post-practical session learning activities. Dyad pedagogy has been explored in clinical settings and simulation procedural-based training but is yet to be fully verified in anatomy education. To determine the effectiveness of hybrid practical sessions and reduced donor to student ratios, the opinions of first year medical students were examined using an online questionnaire with a 51% response rate. Although students recognized the merits of more time in the anatomy laboratory, including opportunities for self-directed study and exposure to anatomical variation, they felt that having two students per station enabled sufficient hands-on time with the donor body and fostered learning opportunities that would not be possible with larger groups. Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education.

Rewords and Struggle of Online Teaching of Pathology During the COVID-19 Pandemic: Middle East Medical Students' Judgment.

INTRODUCTION: Online learning involves the delivery of educational instructions regarding a subject using the internet. Pathology is an experimental subject that requires students to learn about disease development via unpleasant photos and slides. This study aims to determine the rewards and struggles of online pathology learning during the coronavirus disease 2019 (COVID-19) pandemic at the Al-Qunfudah Medical College, Kingdom of Saudi Arabia. METHODS: Using an online questionnaire comprising three sections of 23 questions (12 questions about the positive perception of online teaching and 11 about the negative perception), we surveyed second and third-year pathology students about their perception of online education. The positive and negative perceptions of the students were compared using the chi-square test (p < 0.05). RESULTS: About 77% of the students (n = 85/110) responded to the survey. Female students (n = 43, 50.6%) had a significantly higher positive perception of online learning (p < 0.001); male students (n = 42, 49.4%) had a high negative perception of online teaching (p < 0.035). Nearly 70% of the students agreed that the Blackboard platform (Anthology Inc., Boca Raton, FL) made learning easy. About two-thirds of students agreed that the pre-lecture video produced by the teachers, when shared before the lesson, made the pathology lectures easy. CONCLUSION: Female students were more favorable toward online pathology learning. Extensive training provided to teachers can significantly increase the support given to students during online teaching.

Systematic Literature Review of Students' perception of Employability Skills

CONTEXT Over the years, research investigating how engineering education contributes to the employability skills of students has led to the adoption of scenario-, problem- or project-based learning being implemented as effective methods for developing skills. Measuring student perception has emerged as an effective tool to gain insights into how changes to engineering curricula can contribute to various skills and attributes of engineering graduates. The COVID-19 pandemic has, however, disrupted teaching methods, making student engagement challenging. The effectiveness of teaching methods is dependent on the students' engagement level, which in turn translates into developing their employability skills. PURPOSE OR GOAL In order to pave the way for the post-pandemic approach towards improving the employability skills of engineers, it is important to gain a comprehensive understanding of the existing literature in this area of study. Thus, the aim of this study is to conduct a systematic literature review of undergraduate engineering students' perceptions of employability skills. APPROACH OR METHODOLOGY/METHODS Utilising the PRISMA protocol, a systematic review of the existing literature will be performed, looking at student perception of employability skills. The review will look at peer-reviewed research reporting on post-secondary engineering education in the last 20 years. Highly relevant papers will be chosen based on the protocol and reviewed. ACTUAL OUTCOMES Throughout the literature on this topic, a recurring theme is that employability skills are not well-defined, and a range of reference frameworks are used, such as accreditation requirements, 21st century skills and global engineer skills. The review found that the employers perceive that graduating engineers' non-technical skills are inadequate. In response, universities are constantly evolving their curricula and teaching methods to address this gap. Mismatches are identified in terms of the student perceptions of important employability skills and the perceptions of universities and industry employers. Internships, job placements, and problem- and project-based learning have found their place in helping undergraduate students to develop their skills. Suggestions for future work include a comparison with other professional degrees and how engineering education has deviated from these other degrees. CONCLUSIONS/RECOMMENDATIONS/SUMMARY The effect of COVID-19 on engineering student's employability and how long it will persist is currently unknown. This study contributes to the understanding of student perceptions about employability skills before the pandemic to understand the state of play when the COVID-19 disruption to teaching and learning occurred. It adds to the growing body of knowledge on engineering education focussed on employability skills and will help develop this field progress as we emerge from the pandemic. Copyright © Karthikaeyan Chinnakannu Murthy and Tania Machet, 2021.

Video material for self-study in mathematics and physics courses: from design to evaluation

This Innovative Practice Work-In-Progress article describes the implementation of video material in undergraduate mathematics and physics courses for engineering and computer science students. The COVID-19 pandemic has highlighted the need to provide online material to which students can return whenever their technical and temporal resources allow. A similar need has long existed among students who support themselves by working part- or even full-time while studying towards a degree. This student group is well represented at our institution as access and outreach initiatives target professionals with vocational training in a technical field. The didactic concept of the videos as well as didactic opportunities for face-to-face lecturing in combination with online video material will be described. Students' responses to the innovative practice were surveyed in two ways: first, through an online questionnaire administered to students of an introductory physics course. The questionnaire data is subjected to quantitative and qualitative analysis in this article, with results leading to an indication of high student satisfaction. Second, students' experience as gathered from group interviews with students from a first-year mathematics course will be analysed. Collectively, this information sheds light on the advantages of the practice presented as well as on further improvements. © 2022 IEEE.

Student Perceptions of Online Learning During the Pandemic: A Change in Social Dynamics at a Swedish University

This Research Full Paper presents findings on Swedish computer science students' perception of learning online during the Covid-19 pandemic at a mid-sized Swedish university. Due to the pandemic, classes in Swedish universities moved abruptly to an online format during the spring of 2020. Content analysis was used to analyze 10 interviews with third-year bachelor students. The results were discussed in the light of the community of inquiry theoretical framework. We found that when learning online, students communicated and collaborated via a class-wide Discord server, an online communication platform originally developed for the gaming community. The use of Discord was seen to change the students' expectations of student-instructor interaction. The students' frequency of questions to the instructor decreased drastically when learning in the online environment compared to the on-campus environment, both during live-lectures and outside of class. The students perceived instructor engagement and presence in both live and recorded lectures as more important for their learning online than in the on-campus setting and wanted more interaction during lectures. Discord created a community for the students. However, the social aspects of learning were still missed. Many interviewees found it hard to keep focus and struggled with self-discipline and identifying a work structure. Clear benefits given for online learning were flexibility and convenience of time and place. Students also experienced group work to be more efficient online. © 2022 IEEE.

Freshmen Orientation Program Using Minecraft: Designed by Students for Students during the Covid-19 Pandemic

This Innovative Practice Full Paper presents experiences in designing a student-led virtual freshmen orientation program that uses a Minecraft environment. We describe the planning process, roles of the organizing committee members, and how the game was constructed for participants to learn and interact with one another. The student organizers not only created a virtual environment that scales the college map where more than a hundred freshmen (participants) could have an immersive experience of the campus, but also ensured the branding and marketing, logistics, and safety/well-being aspects of the event. In this paper, we present students' experience of this program from both the designers' as well as the participants' perspectives. We conducted surveys with the organizing committee members and interviewed the participants to gain insights on their perception of this event. Our analysis showed that student organizers had the autonomy to brainstorm, suggest creative ideas, develop novel games, and procure materials. They also felt that they developed authentic programming and leadership skills. On the other hand, participants felt engaged as the event was well-organized, had clear delivery of information, introduced them to new technology, made them more familiar with the campus, provided a conducive environment to hone their soft skills such as communication and teamwork even before they officially enrolled as undergraduate students in an engineering program, and helped them establish social networks to support them throughout their undergraduate education journey. © 2022 IEEE.

How do students perceive educators' digital competence in higher education?

This research aims to contribute to the field of technology in education as the main trend since Covid accelerated digitalization. There are few studies of students' perceptions of digital educators' capabilities following the approach of evidence-based learning. In a survey conducted with 243 respondents using DigComEdu as a valid instrument to measure educators' digital competence (EDC), this research presents an empirical study of the relationship between EDC from students' point of view and their self-perception of learning. The findings demonstrate that 71 % of students consider that the digital competence of their faculty impacts their learning process positively. The study carries out a literature review proposing a model of four elements affecting the student self-perception of learning: 1) educators' digital skills;2) the use of technology for communication, monitoring, and assessment;3) educators' engaging in digital ecosystems;and 4) students' data security in the learning process. The results confirm a significant relationship with three of the hypotheses, with no confirmation of the remaining one. These findings have implications for universities institutions and policymakers to assure the digitalization of education drives effectiveness and quality.

Evaluation Of The Perception Of Students About Synchronous And Asynchronous Online Courses

As the COVID-19 outbreak spread from early 2020 on, synchronous and asynchronous online learning became the predominant delivery method in the education system. This is the inaugural time that educational programs have indeed been totally given online across the state. So, this research aims to study the Indian student's perception of synchronous and asynchronous online courses amid COVID-19. This study involved 655 responses from UG students of various Indian educational institutions. In this study, we utilized basic random sampling to gather data, and SPSS was used to analyse the data. To narrow down the enormous dimensionality, the acquired data were subjected to a factor analysis utilizing a principal component analytical method. The results of the study demonstrate that synchronous can be challenging at times and puts more responsibility on the students. Asynchronous learning also gives the learners the chance to independently investigate and explore the subjects that have been given to them. Another reason why asynchronous exercises were perceived as burdensome by students was the large number of handwritten tasks that had to be turned in quickly. The COVID-19 outbreak has indeed been difficult for both students and teachers nationwide. Yet, teachers have supported students' use of digital learning tools. Therefore, asynchronous and synchronous online courses together have produced balanced learning.

Evaluation Of The Perception Of Students About Synchronous And Asynchronous Online Courses

As the COVID-19 outbreak spread from early 2020 on, synchronous and asynchronous online learning became the predominant delivery method in the education system. This is the inaugural time that educational programs have indeed been totally given online across the state. So, this research aims to study the Indian student's perception of synchronous and asynchronous online courses amid COVID-19. This study involved 655 responses from UG students of various Indian educational institutions. In this study, we utilized basic random sampling to gather data, and SPSS was used to analyse the data. To narrow down the enormous dimensionality, the acquired data were subjected to a factor analysis utilizing a principal component analytical method. The results of the study demonstrate that synchronous can be challenging at times and puts more responsibility on the students. Asynchronous learning also gives the learners the chance to independently investigate and explore the subjects that have been given to them. Another reason why asynchronous exercises were perceived as burdensome by students was the large number of handwritten tasks that had to be turned in quickly. The COVID-19 outbreak has indeed been difficult for both students and teachers nationwide. Yet, teachers have supported students' use of digital learning tools. Therefore, asynchronous and synchronous online courses together have produced balanced learning. Copyright © 2022 Wolters Kluwer Medknow Publications. All rights reserved.

Effectiveness and Student's Perception of E-anatomy Kit as a Tool for Gross Anatomy of Respiratory System Virtual Practical during Covid-19 Pandemic

Introduction: Anatomy is perceived to be an onerous subject as it contains complex information that necessitates three-dimensional visualization to comprehend. During COVID-19 pandemic, there was a paradigm shift to online distance learning including practical sessions. Innovative instructional techniques of learning anatomy are clearly needed.Methods: An e-Anatomy kit composing of 5 components: i) pre-recorded cadaveric demonstrations, ii) Complete Anatomy application, iii) interactive diagram labelling, iv) schematic diagram and v) mnemonics were designed to improve the Respiratory Module virtual practical experience of medical students from Faculty of Medicine, Universiti Teknologi MARA, Malaysia. The students were divided into 2 groups: the control group had regular discussion and the experimental group received an e-Anatomy kit. Pre- and post-test containing Anatomy questions as well as questionnaires regarding student perceptions were also given to the students. Results: There was significant difference between the means of pre- and post-test assessment in both control and e-Anatomy kit groups. There were no differences of post-test assessments between the control and e-Anatomy kit groups. However, in post-test assessments, the mean percentage difference of the e-Anatomy kit group is higher (15.8%) in comparison to the control group (10.3%). The students perceived the e-Anatomy kit as engaging, interesting and effective. Conclusion: e-Anatomy kit is an efficient and engaging approach as an alternative or adjunct to face-to-face anatomy teaching, especially under COVID-19 pandemic. © 2022 UPM Press. All rights reserved.

Students' perception about the use of LMS platforms and smartphones during the Covid-19 pandemic

The aim of this quantitative research is to analyze the impact of LMS platforms and smartphones through data science. The participants are 302 students of the National Autonomous University of Mexico who attended the high school (n = 208, 68.87%) and career of Social Work (n = 94, 31.13%) during the 2020 school year. The results of machine learning (linear regression) indicate that LMS platforms and smartphones positively influence the motivation, satisfaction and assimilation of knowledge. Likewise, data science identifies 6 predictive models about the use of these technological tools. Finally, the incorporation of LMS platforms and smartphones in the school activities allows building new educational spaces during the Covid-19 pandemic. © 2022 Fundacao Cesgranrio. All rights reserved.

A massive open online course to teach undergraduate medical students in oncology: keys of success.

Massive Open Online Courses (MOOCs) are gaining popularity in education while classroom lectures are being deserted, especially after COVID-19 pandemic. Their added value in teaching undergraduate medical students remains to be confirmed. This study evaluated a MOOC devoted to undergraduate medical students in a blended oncology-teaching university program. It was the first to target undergraduate medical students in oncology at its beginning. Students were asked to participate in a survey before and after MOOC to explore interactions between their characteristics and final grades, 65% of the participating students belonged to the rich class. 70% of the students completed the MOOC. Grades distributions were similar before and after MOOC implementation, so MOOC doesn't alter overall results. In addition, there was a positive effect of the MOOC on median grades on the immediate test. The univariate and multivariate analysis showed that socioeconomic status and student's willingness to participate interacted significantly with final results. Particularly, students' motivation and satisfaction were associated with better results; Almost 70% of students asked for blended learning. E-learning is reliable to teach oncology to undergraduate medical students. The success is directly linked to students' willingness to participate, and can be improved using blended methods including tutorials.