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2.
BMC Med Educ ; 22(1): 529, 2022 Jul 08.
Article in English | MEDLINE | ID: covidwho-1928179

ABSTRACT

BACKGROUND: In March 2020 lockdown due to the COVID-19 pandemic forced Polish Medical Universities to implement e-learning. The aim of the study was to evaluate the perception of e-learning by students of Medical Universities in Poland. MATERIAL AND METHODS: Survey was performed nationwide via the Internet from 30th November 2020 to 10th February 2021. Six hundred fifteen (615) medical students completed the survey. The study questionnaire included questions concerning sociodemographic data, perception of lecturers' effectiveness, assessment of stationary and online classes, changes in learning habits and restrictions on education, and advantages and disadvantages of e-learning. RESULTS: The respondents reported that 96.1% of lectures, 85.5% of seminars, and 40.0% of clinical classes were implemented by e-learning. The lectures conducted by e-learning were assessed as good and very good by 78.4% and seminars by 51.2% of respondents. While the clinical classes conducted by e-learning were assessed as bad and very bad by 62.9% of respondents. The most frequently indicated limitations of e-learning were the quality of the content and available materials (26.9%), restrictions in direct contact with the lecturer (19.6%), Internet connection (16.8%), and home conditions (13.8%). Only 4% of the students had to buy or retrofit computer equipment. Any other limitations were indicated by 9.7% of the respondents. CONCLUSIONS: Students were highly accepting of lectures and seminars conducted in the form of e-learning, but not laboratory and clinical classes. The main problems in e-learning are the quality of the classes conducted and the Internet connection. The students expect e-learning classes to be conducted in real-time, with direct, face-to-face contact with the lecturer.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Education, Distance , Students, Medical , COVID-19/epidemiology , Communicable Disease Control , Humans , Pandemics , Perception , Poland , SARS-CoV-2 , Surveys and Questionnaires , Universities
3.
BMJ Open ; 12(6): e058665, 2022 06 30.
Article in English | MEDLINE | ID: covidwho-1923246

ABSTRACT

INTRODUCTION: Historically, dissection is considered the 'gold standard' for teaching foundational anatomy to student occupational therapists. However, many programmes no longer have access to gross anatomy laboratory resources, as it is considered too costly. To address this limitation, applied anatomy instructors have developed innovative novel approaches to teach gross and applied anatomy to student occupational therapists, including live/surface anatomy, medical imaging, and more recently, computer-aided instruction. The types of different anatomy pedagogical approaches used and their impact on learning outcomes in occupational therapy education are unclear. The purpose of this scoping review is to map the types of musculoskeletal gross and applied anatomy pedagogical approaches used in occupational therapy curricula. METHODS AND ANALYSIS: Using Arksey and O'Malley's (2005) six-stage scoping review framework, approximately 304 different search combinations will be searched across five electronic library databases (ie, MEDLINE, Embase, CINAHL, AMED and ERIC) from their inception to December 2021, in addition to conducting consultation exercises with relevant stakeholders. After title/abstract and full-text screening, included articles will be charted, collated and summarised. ETHICS AND DISSEMINATION: This study will not involve human or animal subjects. Therefore, research ethics approval is not required. The proposed scoping review will help the research, institutional and clinical rehabilitation communities to better understand the types of musculoskeletal gross and applied anatomy pedagogical approaches used to foster, build and promote musculoskeletal foundational knowledge in occupational therapy education. This could potentially inform the future physical medicine course curricula in occupational therapy programmes. The findings of this review will be disseminated to occupational therapy instructors, occupational therapists, researchers and organisations offering occupational therapy programmes (eg, Universities).


Subject(s)
Computer-Assisted Instruction , Occupational Therapy , Curriculum , Humans , Learning , Occupational Therapists , Research Design , Review Literature as Topic
4.
Int J Environ Res Public Health ; 19(13)2022 Jul 05.
Article in English | MEDLINE | ID: covidwho-1917485

ABSTRACT

(1) Background: The objective was to investigate e-learning satisfaction in a sample of university students by evaluating quality of life, stress sociality, and coping. (2) Methods: This was an online survey involved 471 students attending the University of L'Aquila from June to July 2021. The primary goal was estimating the e-learning satisfaction as measured by the E-learning Satisfaction Scale, while the secondary outcomes were studying its relationship with demographic factors, the perception of quality of life, sociality, stress, and coping strategies using a hierarchical regression model. (3) Results: A total of 136 participants were males (29%); the mean age was 25 years. The results revealed that the satisfaction score was 30.6, and the mean stress level was 19.4. Students suffered psychologically and physically for 14 days a month. The sociality score was 36. With respect to coping strategies, students reported higher scores for "Acceptance" (6.0), "Active coping" (6.2), and "Planning" (6.4). E-learning satisfaction was significantly related to age and course attendance. It was positively associated with the social presence score and coping strategies such as self-blame and religion, while it was inversely related to stress and unhealthy days. (4) Conclusions: The students revealed a positive propensity to use e-learning despite the end of quarantine. Sociality, stress, quality of life, and coping seemed to play an important role in student's e-learning satisfaction.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Adaptation, Psychological , Adult , COVID-19/epidemiology , Cross-Sectional Studies , Female , Humans , Male , Pandemics , Personal Satisfaction , Quality of Life , Students , Universities
5.
BMC Med Educ ; 22(1): 521, 2022 Jul 03.
Article in English | MEDLINE | ID: covidwho-1916949

ABSTRACT

BACKGROUND: The higher education was significantly influenced by the COVID pandemic within many developing countries, including Sri Lanka, necessitating to adopt more E-Learning opportunities. Therefore, this study was conducted to characterize the perceptions of Sri Lankan undergraduates to accept E-Learning in higher education, during the COVID crisis. METHOD: A total of 657 randomly selected undergraduates of three state universities in Sri Lanka, were recruited as the study population. Information on Socio-demographic factors, Knowledge, Attitudes and Practices on E-Learning methods were acquired using an interviewer administered questionnaire. A Probit regression model was fitted to identify the driving factors for the willingness of undergraduates to engage in E-Learning. RESULTS: Around, 80.2% of the respondents were females. Majority were residing in semi-urban areas (44.7%), followed by rural areas (39.9%). More than two third of the respondents were familiar with E-Learning and different Learning Management Systems (LMS) that facilitate E-Learning (68.9%). Majority of the respondents (73.7%) were using different E-Learning platforms, mostly 2 to 3 days per week (25.7%). Only around one third (36.4%) had received any formal training in using LMS or other E-Learning platforms. Smart phones (77.8%) were found to be the most preferred device used for E-Learning activities, followed by computers and laptops (21.3%). Meanwhile, LMS/MOODLE (45.4%), WhatsApp/Viber (33.0%) and Zoom (32.7%), were the most commonly used E-Learning platforms. The average acceptance of E-Learning methods was found to be 70.7% among Sri Lankan undergraduates during the COVID epidemic. Based on the Probit regression, nature of the residing locality (P=0.009), family income (P=0.048), academic field (P<0.001) and year (P=0.028), knowledge on Information and Communications Technology [ICT] (P=0.012), and previous training experiences on E-Learning (P<0.001) were found as significant drivers that influence the acceptance of E-Learning practices of the Sri Lankan undergraduates. CONCLUSION: Adopting E-learning into higher education sector could be recognized as a viable solution to facilitate the higher education during a crisis like COVID. However, relevant authorities in Sri Lanka should take immediate actions to empower the physical resources for E-Learning, improve the basic telecommunication infrastructure and conduct appropriate training programmes to promote E-Learning among Sri Lankan undergraduates.


Subject(s)
COVID-19 , Computer-Assisted Instruction , COVID-19/epidemiology , Cross-Sectional Studies , Developing Countries , Female , Humans , Male , Pandemics , Sri Lanka/epidemiology
6.
Fam Med ; 54(6): 441-451, 2022 06.
Article in English | MEDLINE | ID: covidwho-1893572

ABSTRACT

BACKGROUND AND OBJECTIVES: During the COVID-19 pandemic, medical schools and residencies have utilized electronic learning (e-learning). Factors such as internet access, age, degree of introversion/extroversion, and propensity to adopt new technologies impact attitudes toward e-learning. This study investigates family medicine educators' satisfaction, effectiveness, and feasibility perceptions of e-learning, characterizes demographic factors impacting attitudes, and identifies which aspects of e-learning are important to educators. METHODS: In fall 2020, a cross-sectional survey via the 2020 Council of Academic Family Medicine's (CAFM) Educational Research Alliance (CERA) general membership survey was conducted. Members of CAFM-affiliated associations were invited by email to participate. RESULTS: The response rate for the survey was 20.1% (n=862). Of the respondents, 40.4% (n=311) reported satisfaction with e-learning, 47.8% (n=368) found e-learning feasible, and 24.2% (n=186) reported e-learning met their educational goals. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, introvert/extrovert status, or technology adopter status. Interactive capabilities were the most important factor for e-learning satisfaction (55.9%) and effectiveness (62.0%). Sufficient time was the most frequently selected factor for ease of adoption. Baby Boomer respondents reported platforms not user-friendly, insufficient prior experience as the greatest obstacle more frequently than other generations, and insufficient time less frequently than other generations. Otherwise, rankings of e-learning factors were similar among groups. CONCLUSIONS: Satisfaction with and perceived feasibility and effectiveness of e-learning varies among family medicine educators. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, introvert/extrovert status, or technology adopter status. Respondents consistently ranked interactive capabilities most important for e-learning satisfaction and effectiveness. More research is needed to compare student and learner perspectives regarding e-learning.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Cross-Sectional Studies , Humans , Learning , Pandemics
7.
Korean J Med Educ ; 34(2): 107-119, 2022 Jun.
Article in English | MEDLINE | ID: covidwho-1893018

ABSTRACT

PURPOSE: This research investigated the critical factors that affect the e-learning quality. The student satisfaction model with the five factors such as content, system, learner, instructor and interaction was proposed and empirically examined. It also investigated the relationship between the interaction and other constructs. METHODS: This study used a cross sectional survey design, and convenience sampling. To examine the critical factors and their relationship, a survey of 28 items was developed based on previous studies and sent out through a learning management system to all the students (n=250) enrolled in the pre-med 1 to the medicine 3 in one medical school in Korea. The medical school delivered all the courses online due to the coronavirus disease 2019 pandemic. The collected data (n=209, 83.6%) were analyzed through structural equation modeling by using IBM AMOS ver. 26.0 and IBM SPSS ver. 26.0 (IBM Corp., Armonk, USA). RESULTS: The determinants of e-learning student satisfaction were system, learner, instructor, and interaction qualities, which together explained 72.6% of the variance of student satisfaction and the determinants of e-learning interaction quality were content and system qualities, which together explained 62.9% of the variance of interaction quality. CONCLUSION: The results of this study presented practical guidelines to improve e-learning quality in terms of student satisfaction in medical education contexts. The results indicated that more efforts should be directed toward improving interaction features such as interactive teaching styles, collaborative activities, providing instructors and learners with proper training for e-learning prior to e-learning and a quality of contents, and upgrading e-learning system for better performance and service.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Cross-Sectional Studies , Humans , Personal Satisfaction , Schools, Medical , Students
8.
Front Public Health ; 10: 871934, 2022.
Article in English | MEDLINE | ID: covidwho-1875436

ABSTRACT

Aim: The COVID-19 pandemic has forced the education system to undergo changes, which have also affected universities. E-learning became the main form of education, reducing interpersonal contacts, which could affect the mental wellbeing of students. The aim of this study was to investigate the prevalence of depressive symptoms and the level of perceived stress during e-learning among Polish students and to identify the factors for predicting higher levels of depression symptoms. Methods: The study included 753 participants with a mean age of 22.47 (±4.02) years. The Perception of Stress Questionnaire (PSQ) and Beck Depression Inventory (BDI-II) were used to measure the severity of stress and level of depression. Furthermore, our own survey was used to assess the impact of e-learning on various aspects of life. To examine how much stress can explain a statistically significant amount of variance in depression, three-step hierarchical multiple regression was used. In addition, our own questionnaire was used to assess the impact of e-learning on education, social contacts and technical abilities. Results: A total of 58% of the students characterized by an increased level of stress. 56% show symptoms of depression and 18% of the participants had suicidal thoughts. The most significant predictor of depression is high stress levels and factors related to e-learning: isolation from friends and acquaintances, negative impact on level of knowledge, reduced motivation to learn, and worsening grades. This predictors may explain about 66% of the variance of depression. Conclusion: Universities should implement interventions and educational programmes, providing ad hoc assistance in the form of individual or group meetings with a psychologist (also in a remote form) and organizing workshops and webinars on strategies for managing stress.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Adult , COVID-19/epidemiology , Depression/epidemiology , Depression/psychology , Humans , Mental Health , Pandemics , Students/psychology , Young Adult
9.
A A Pract ; 15(2): e01406, 2021 Feb 23.
Article in English | MEDLINE | ID: covidwho-1869126

ABSTRACT

The Internet is a source of professional self-education for medical students and residents. Unfortunately, much of the content discovered through search engines is of insufficient quality for professional education. The Anesthesia Toolbox (AT) was developed to provide online peer-reviewed educational resources for anesthesiology trainees and faculty. Since 2014, AT has developed 24 curricula, 822 content items, and 3238 quiz questions. As of March 2020, 64 anesthesiology residency programs in the United States subscribed to the AT (41% of total). Since the onset of the pandemic in March, AT has added 25 programs (28% increase) and gained 1156 users (26% increase).


Subject(s)
Anesthesia , Anesthesiology , Computer-Assisted Instruction , Internship and Residency , Anesthesiology/education , Humans , Surveys and Questionnaires , United States
10.
BMC Med Educ ; 22(1): 394, 2022 May 23.
Article in English | MEDLINE | ID: covidwho-1862125

ABSTRACT

BACKGROUND: E-learning has found its way into dental teaching in general and endodontic teaching in particular. The present study aimed to implement a newly developed multimedia learning application and assess its effect on students' first root canal treatment on real patients. With the COVID-19 outbreak, the application's performance was investigated during the pandemic. METHODS: A total of 138 students in the initial clinical endodontic course participated in this study. The control group (n = 49) followed the traditional curriculum, including practice on artificial teeth and face-to-face teaching events. In addition to the traditional curriculum, test group 1 (n = 54) had access to an endodontic e-learning application containing videos demonstrating artificial teeth and patient cases. With the COVID-19 outbreak, test group 2 (n = 35) had no face-to-face teaching; however, endodontic patient treatments were included. The quality of students' first root canal treatment on real patients was compared using performance and radiographic assessment items. Statistical analysis was done using Kruskal-Wallis and chi-squared tests. Test groups received a questionnaire to assess the learning application. Test group 2 also completed a COVID-19-specific survey to measure students' perceptions of how the pandemic affected their endodontic education. RESULTS: The results of endodontic treatments were significantly better for test group 1 (P < 0.001) and 2 (P < 0.001) than for the control group. Likewise, there were significantly fewer treatment errors in test group 1 (P < 0.001) and 2 (P < 0.001). No significant differences were found between test groups 1 and 2. Students of the test groups positively evaluated the e-learning application. Students of test group 2 expressed their fear of negative impacts on their course performance. CONCLUSION: The e-learning application was well-received and seemed to improve endodontic education. The results imply that the quality of education may be maintained by implementing e-learning to compensate for face-to-face teaching. As no difference was found between online and face-to-face teaching, students' and lecturers' concerns that endodontic education is suffering because of the pandemic may be eased.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Endodontics , Dental Pulp Cavity , Education, Dental/methods , Endodontics/education , Humans , Pilot Projects , Students
11.
Acta Biomed ; 93(S2): e2022192, 2022 05 12.
Article in English | MEDLINE | ID: covidwho-1848026

ABSTRACT

BACKGROUND AND AIM: recent studies regarding COVID-19 experiences of nursing students highlighted the effect of the transition from face-to-face to online education, rather than the complexity of the overall quality of educational life. This study aim investigating of how the students perceive the quality of educational life in the forced online training, searching for any shift of meanings concerning the students learning experience, from the first phase of the sudden transition to online and the online stabilization phase. METHODS: a longitudinal qualitative study, carried during two moments of the online teaching activity forced by COVID-19, the first one in May-June 2020 and the second six months later in January -February 2021. A convenience sample of 24 students attending post-graduate courses for health professions recruited at University of Parma, answered in-depth interviews, videotaped, verbatim transcribed and analyzed using the Braun and Clarke model. RESULTS: five themes emerged from meaning shift of data collection: reactions to change in educational life; factors favoring a new quality of educational life; factors hindering the perception of the quality of educational life; adaptation strategies to the new educational life; tools and strategies to facilitate communication and the absence of the classroom. CONCLUSIONS: participants perceive advantages of online teaching, on quality of their educational life. The issue of how to create opportunities for internship period remains open. Further research to understand online internship and exploring what extent it is essential to propose it in face-to-face modality.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Students, Nursing , Education, Graduate , Humans , Learning
12.
Int J Environ Res Public Health ; 19(7)2022 03 25.
Article in English | MEDLINE | ID: covidwho-1847295

ABSTRACT

BACKGROUND: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. OBJECTIVES: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). METHODS: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018-2020) that used the live PICkLE method. RESULTS: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. CONCLUSION: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Students, Pharmacy , COVID-19/epidemiology , Curriculum , Educational Measurement/methods , Humans , Pandemics
13.
J Contin Educ Nurs ; 53(5): 232-240, 2022 May.
Article in English | MEDLINE | ID: covidwho-1834972

ABSTRACT

Background Nurses caring for pediatric patients who have burns need to be properly trained to provide optimal care. The aims of this pilot study were to (1) develop a pediatric nursing burn care e-learning training for novice nurses; (2) assess the feasibility and acceptability of this educational intervention; and (3) evaluate the preliminary effects of this intervention on novice nurses' knowledge of pediatric nursing burn care. Method A quasi-experimental, one-group, pre-test-posttest design was used. Results Feasibility was achieved because all of the participants completed the study. A significant difference was observed in the mean knowledge level of the novice nurses from before training to after training (87.7% ± 8.7% vs. 58.6% ± 14.5%; p < .001). The novice nurses' had a mean satisfaction of 95.5% after the intervention. Conclusion This new, evidence-based pediatric nursing burn care e-learning training appeared to be feasible. The novice nurses found it to be satisfactory, and it improved their knowledge regarding pediatric burn care. [J Contin Educ Nurs. 2022;53(5):232-240.].


Subject(s)
Burns , Computer-Assisted Instruction , Nurses , Child , Clinical Competence , Humans , Pediatric Nursing , Pilot Projects
14.
Ophthalmologica ; 245(4): 368-375, 2022.
Article in English | MEDLINE | ID: covidwho-1832801

ABSTRACT

INTRODUCTION: The aim was to identify changes in continuing education and training in ophthalmology in the context of the COVID-19 pandemic and advancing digitalization and to analyse the acceptance of e-learning tools among German ophthalmologists using a novel Retina Case App as an example. METHODS: The participants' training behaviour before and during the COVID-19 pandemic was surveyed. Furthermore, the acceptance and usability of the Retina Case App were evaluated using the System Usability Scale (SUS). A possible influence of the app on everyday clinical practice was assessed. RESULTS: A total of 145 ophthalmologists participated in the survey. The frequency of continuing medical education did not decrease for 62.8% of ophthalmologists during the pandemic. A significant increase in at least monthly use of online courses or lectures has been observed (90.3% vs. 28.2%, p < 0.001). No significant difference was identified in terms of frequency of use of print and digital journals or printed textbooks. The majority of participants stated that online training platforms are well suited to replace the absence of face-to-face events (73.8%). The mean SUS score was 87.7 (SD 11.9), which categorizes the app's usability as excellent. The majority agreed that the newly developed app enables faster learning (82.1%) and leads to increased motivation (71.7%). Most ophthalmologists (80.7%) felt that regular use of the app would improve confidence in the treatment of retinal diseases. CONCLUSIONS: The COVID-19 pandemic has led to a significant change in training behaviour in ophthalmology towards e-learning and online courses, which has not been accompanied by a general decline in training activity. The exemplarily investigated application showed a high user acceptance among ophthalmologists.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Mobile Applications , Ophthalmologists , COVID-19/epidemiology , Humans , Pandemics , Retina
15.
Int J Environ Res Public Health ; 19(9)2022 04 28.
Article in English | MEDLINE | ID: covidwho-1820237

ABSTRACT

As a result of the COVID-19 epidemic, most educational institutions shifted to online education. Students and faculty members in many public institutions, particularly those in developing countries, are hampered by the absence of formal online learning management systems. Responding to COVID-19, many institutions in developing countries adopted social media sites to maintain e-learning and sustain education process. The distinction between online and real-world communities is becoming increasingly narrow, especially among the younger generations who have grown up with social media at their fingertips. This research explores perspectives of higher education students in India regarding the use of social media for e-learning amid the COVID-19 pandemic. For this purpose, an online questionnaire was directed to a sample of higher education students in India via a personal network. The results showed that students were more satisfied with their use of social media because of their perceptions of its ease of use and usefulness. The majority of the students are active on social media for 1-2 h daily (p < 0.01). YouTube was the platform of choice among all the respondents (n = 154; 36%). The results confirmed that students feel that social media websites have a significant positive impact on their overall academic performance (p < 0.01). Novel methods of teaching and learning are constantly being sought out by educators. The present moment is an opportunity to examine and analyze the theoretical benefits of social media technologies and consider their relative advantages for education through the use of technology's ability to enhance student learning.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Social Media , COVID-19/epidemiology , Humans , Pandemics , SARS-CoV-2 , Students
16.
BMC Med Educ ; 22(1): 328, 2022 Apr 28.
Article in English | MEDLINE | ID: covidwho-1817216

ABSTRACT

BACKGROUND: Aimed to corroborate students' and faculty's experiences with e-learning during the current pandemic. METHODS: A cross-sectional study was conducted from February to June 2020. Seven surveys were distributed electronically to all undergraduate students and the faculty (4 to students and 3 to teachers) at the Southern Medical University (China). Descriptive statistics and t-tests were used to analyze the data. Statistical significance was set at p < .05. RESULTS: Most students had some exposure to e-learning prior to the all e-learning regiment, contrasted with close to 90% of teachers having no or very limited experience. Students' perceptions of the most helpful e-learning activities did not change significantly overall (Week 3 vs. Week 9). Approaching 60% of students (Week 9) did find online discussion/Q&A/forum helpful, an increase from less than 30% (Week 3). Among teachers, gaps emerged (Week 9) between e-teaching activities used and their perceived effectiveness. Despite pre-recorded lectures being the most frequently used method, the least gap was associated with live-stream lectures-the least used. Over time, teacher's perceived effectiveness of e-teaching vs. in-person teaching did not differ significantly overall. When the results among students (Week 7) and teachers (Week 9) were corroborated, a slightly higher percentage of teachers viewed online teaching to be less effective than in-person teaching and a slightly higher percentage of teachers viewed online teaching as far less effective. For preferred learning modes after the resumption of in-person learning, students' preferences did not differ significantly overall (Week 3 vs. week 9). Surveys conducted in Week 9 found that a slightly higher percentage of students (~ 70%) than teachers (~ 60%) preferred some forms of hybrid learning and a lower percentage of students preferred face-to-face learning only. Approximately three quarters of teachers responded that at least 50% of course materials could be mastered by students on their own. CONCLUSIONS: Overall, the perceived effectiveness of e-learning among students and teachers has not changed significantly over time. Nor have students' preferences shifted significantly for various learning modes after the in-person learning resumed. However, informative directional trends have emerged. Our research illustrates empirically the need to corroborate students' and instructors' experiences over time to inform more holistic improvements of e-learning.


Subject(s)
COVID-19 , Computer-Assisted Instruction , COVID-19/epidemiology , Cross-Sectional Studies , Faculty , Humans , Students
17.
J Affect Disord ; 309: 115-122, 2022 07 15.
Article in English | MEDLINE | ID: covidwho-1799883

ABSTRACT

BACKGROUND: The COVID-19 pandemic has exposed the need to address the mental health issues for the future adoption of e-learning among massive students in higher education. This study takes a lead to investigate whether and how general anxiety will influence college students' e-learning intention to provide knowledge to better improve the e-learning technology. METHODS: We adopted the Technology acceptance model (TAM) to examine the difference between students with and without general anxiety in the e-learning intention where the students are classified based on the General Anxiety Disorder-2 scale. The model is empirically analyzed based on a survey of 512 college students in China regarding their e-learning experience in the first wave of the COVID-19 pandemic. RESULTS: Results demonstrate that the TAM is powerful in explaining the e-learning intention among college students with general anxiety. Besides, all effects associated with perceived usefulness (PU) are reinforced while those associated with perceived ease of use (PEOU) are attenuated in the anxiety group. The results suggest that instructors and higher education institutions should take advantage of the significant PU-intention relationship by providing quality e-learning, which is paramount to coping with the general anxiety among students. LIMITATIONS: This study provides a prototype attempt to investigate the influence of anxiety on e-learning where the different types of anxiety sources are synthesized. However, anxiety can stem from internal sources (computer anxiety, academic stress) and external sources (fear of the virus, lack of social interaction), which requires further investigations.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Anxiety/epidemiology , Anxiety Disorders , China/epidemiology , Humans , Intention , Pandemics , Students/psychology
18.
BMC Med Educ ; 22(1): 209, 2022 Mar 28.
Article in English | MEDLINE | ID: covidwho-1793955

ABSTRACT

BACKGROUND: This study explored the user experiences of paediatric postgraduate trainees in Malaysia and Thailand in using a 2 h and 15 min online module for breastfeeding developed for Southeast Asia, which was adapted from existing European online modules for European and German Continuing Medical Education (CME) credits. METHODS: A qualitative study using focus group discussions (FGDs) was conducted with paediatric postgraduate trainees who used an online English-language breastfeeding module in two Thai universities (May 2020, done online) and two Malaysian universities (Sept- Nov 2019, in-person). FGDs explored module usability and utility. Sessions were transcribed verbatim and analysed thematically. The process of coding was done collaboratively by Thai and Malaysian researchers. RESULTS: Twenty Six resident trainees participated (Thai, n = 13; Malaysian, n = 13). Ages ranged from 29-34 years old, with 21 females. Nineteen participants had never used online learning modules prior to this. Participants took between 1 to 5 sessions to complete the breastfeeding module. Four themes emerged from their experience. 1) The online learning module was more engaging and detailed than previous lectures, courses and/or books, but lacked hands-on training. 2) Using an online platform facilitated learning as eased navigation and resource searching, however, problems were encountered navigating the module on some devices. 3) Learners preferred less words and more graphics, as this helped them capture key messages. 4) Regionally tailored content elicited a mixed reaction from participants. CONCLUSIONS: Users found that the adapted module compared favourably with previous learning experiences. However, online learning modules lack hands-on training, and implementation should ideally incorporate a mix of both. Consideration of device diversity and preferences for how content was adapted for local settings are needed for tailoring.


Subject(s)
Breast Feeding , Computer-Assisted Instruction , Adult , Child , Female , Humans , Malaysia , Qualitative Research , Thailand
19.
PLoS One ; 17(2): e0263388, 2022.
Article in English | MEDLINE | ID: covidwho-1793530

ABSTRACT

INTRODUCTION: With the emergence of the COVID-19 pandemic, universities immediately responded to protect students' lives by implementing e-learning in order to stop the spread of the communicable disease within the academic population. This study aimed to describe iranian nursing students' experiences of e-learning during the COVID-19 pandemic. MATERIALS AND METHODS: The current study used a qualitative descriptive study. Ten nursing undergraduate students from a single Iranian university identified using purposive sampling methods. Face-to-face semi-structured interview conducted from May to July 2021 and analyzed through thematic analysis. Lincoln and Goba criteria were used to obtain data validity and reliability. RESULTS: Four themes emerged including"novelty of e-learning","advantages of e-learning", "disadvantages of e-learning"and"passage of time and the desire to return to face education". Participants evaluated e-learning as a novel method without proper infrastructure, it was initially confusing but became the new normal as their knowledge of the way to use it improved. Advantages included self-centered flexible learning and reduction in their concerns experienced with face-to-face learning. Disadvantages including changing the way they interact with teachers, decreasing interactions with classmates, problems with education files, superficial learning, hardware problems, family members' perceptions of the student role, interference of home affairs with e-learning, cheating on exams and assignments and being far away from the clinical context. CONCLUSION: The findings revealed that e-learning has been introduced as a new method for the current research participants and despite the perceived benefits, these students believed that e-learning could supplement face education but not replace it.


Subject(s)
COVID-19/psychology , Education, Nursing/methods , Students, Nursing/psychology , Adult , Computer-Assisted Instruction , Education, Distance/methods , Education, Distance/trends , Female , Humans , Iran , Learning , Male , Pandemics , Qualitative Research , Reproducibility of Results , SARS-CoV-2/pathogenicity , Universities
20.
Int J Environ Res Public Health ; 19(8)2022 04 14.
Article in English | MEDLINE | ID: covidwho-1792721

ABSTRACT

COVID-19 had an impact on everyday life, especially during the lockdown. This also impacted higher education, leading to a sudden and complete shift to online e-learning. The purpose of this study was to develop, validate, and test a measurement tool suitable for evaluating students' e-learning experience among health and allied health professions students. The convenience sample consisted of 342 students. A validation of the instrument E-learning Experience Evaluation Scale (3E-Scale) was conducted before the study began. Factor structure, reliability, content, and face validity were assessed. Confirmatory factor analyses revealed a four-factor structure of the scale that explained 61% of the total variance. The overall scale demonstrated a high level of reliability and appears to be a reliable measurement tool. The results show that there are statistically significant differences between female and male students (p < 0.05). In addition, nursing and dietetics students perceive more barriers related to the open-source learning management system than other students (p < 0.05). Positive learning experiences contribute to greater learning satisfaction and, consequently, greater learning engagement. E-learning content design should be aligned with teaching pedagogy and learning outcomes. Future studies should also address the negative consequences of e-learning experiences.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Students, Health Occupations , COVID-19/epidemiology , Communicable Disease Control , Female , Health Occupations , Humans , Male , Pandemics , Reproducibility of Results , Slovenia/epidemiology
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