Healthcare Professional’s Perceptions of E-Learning during the COVID-19 Pandemic

2021 ◽  
Vol 03 ◽  
Author(s):  
Adel Khalifa Sultan Hamad ◽  
Abdulla Shehab ◽  
Khalifa Abdulrahman Ali ◽  
Dayaram Makwana ◽  
Ghada AlQassim
Keyword(s):  
Online Survey ◽  
Healthcare Professionals ◽  
Virtual Learning ◽  
Online Classes ◽  
Multiple Choice Questions ◽  
E Learning ◽  
Major Shift ◽  
Medical Learning ◽  
Virtual Meetings ◽  
Learning Data

Background: COVID-19 has a significant impact on lives worldwide. Owing to the adverse effect of this pandemic, there has been a major shift from in-person learning activities to virtual learning. Different methods of virtual learning or e-learning, such as online classes and webinars, have emerged rapidly. Objective: The aim of this study is to identify the perceptions of healthcare professionals regarding e-learning during the COVID-19 pandemic. Method: An online survey was conducted using Microsoft Forms sent via a text link to mobile phones and emails to healthcare professionals. The questionnaire had multiple-choice questions and five-point scaling to determine perceptions about virtual learning. Data in the form of responses were collected, analyzed, and summarized as mean ± standard deviation and percentage. Results: Responses were received from a total of 410 participants, out of which 240 (58.54%) were females, and 170 (41.46%) were males. Among all participants, 294 (71.71%) were doctors. A vast majority of participants (90%) attended online webinar/e-conferences since the pandemic. The mobile phone was the most commonly used device for e-learning. More than half of the participants opined that in-person meetings are more effective than virtual meetings. In terms of medical learning, 40.48% of participants believed that virtual conferences are more convenient compared to conventional in-person attendance. According to 42.2% of participants, lack of personal interaction in virtual meetings affected their ability to acquire knowledge and experience. Conclusion: Our survey demonstrated the acceptance of virtual learning by healthcare professionals as a new learning method. The majority of participants seem willing to adapt to this new medium.

scholarly journals Lifestyle, behavior, perception and practices of Nepalese during lockdown due to COVID-19 pandemic

2020 ◽  
Vol 58 (229) ◽  
Author(s):  
Samikshya Kandel ◽  
Mahesh Lamsal ◽  
Saroj Adhikari Yadav ◽  
Dipak Bhandari ◽  
Ganesh Adhikari ◽  
...  
Keyword(s):  
Personal Development ◽  
Online Survey ◽  
Economic Loss ◽  
Government Support ◽  
Personal Hygiene ◽  
Multiple Choice Questions ◽  
Lifestyle Behaviour ◽  
Ethical Approval ◽  
Health Research Council ◽  
E Learning

Introduction: COVID-19 infection is caused by a new strain of SARS CoV-2 virus, which transmits directly from person-to-person and has become a pandemic. To counteract this, actions related to mass quarantines or stay-at-home orders have been used termed as lockdown. This study aims to study lifestyle, behaviour, perception and practice of people regarding during the lockdown. Methods: An online survey was conducted with structured questionnaire in Google forms after ethical approval from Nepal Health Research Council (Ref-2631). The attributes of knowledge, attitude and practices were explored using multiple-choice questions and results were statistically analysed using Microsoft excel. Results: Five hundred fifty-five respondents completed the survey with 280 (50.5%) males and 275 (49.5%) female. The knowledge regarding viral pandemic was increased in 496 (89.3%) respondents. 424 (76.4%) people developed stress due to pandemic. Three hundred fifty three (63.6%) were adversely affected by professional works or suffered economic loss in business. More than 42% participants are using their time for study in personal development, online classes etc. Conclusions: The knowledge of viral pandemic as well as personal hygiene habits have improved in majority of people but many also developed stress. They were convinced that lockdown lowered transmission of infection which in turn affected lifestyle behaviour and practices. Practicing social distancing becomes too difficult for the poor in the absence of proper social security system and government support. E-Learning has become more acceptable due to lockdown. Further studies with in-person interviews are warranted.

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuldeep Kaur Juneja
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Successful Implementation ◽  
Multiple Choice Questions ◽  
Teaching Innovation ◽  
E Learning ◽  
Teaching Learning

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

scholarly journals The Impact of E-Learning on University Students’ Learning of Sport Skill Subjects During the Covid-19 Pandemic

2021 ◽  
Vol 30 (3) ◽  
pp. 201-216
Author(s):  
Fatin Adira Murad ◽  
Azlan Ahmad Kamal
Keyword(s):  
University Students ◽  
Online Survey ◽  
Real Life ◽  
Movement Control ◽  
Well Being ◽  
Online Classes ◽  
Social Environments ◽  
Work From Home ◽  
E Learning ◽  
The Impact

The Covid-19 pandemic has significantly altered the education system globally shutting down face-to-face (f2f) learning in order to prevent the spread of the disease. The Malaysian government implemented Movement Control Order (MCO) starting in March 2020 creating a new norm for Malaysian citizens’ working, educational and social environments. Work from Home (WFH) became part of the new norm for most working people with university students having no choice but to continue their education via Open and Distance Learning (ODL). Thus, this study investigates the impact of e-learning among university students studying sport skill subjects during this pandemic. An online survey was distributed to 152 students in their second to seventh semester majoring in Physical and Health Education to (1) investigate the well-being of students during online classes (2) identify the effectiveness of sport skill subjects learned online among the students and (3) study the relationship between online lectures and the effectiveness of learning sport skill subjects. A descriptive research design was used to describe the effects of e-learning among the students. The findings revealed that students did not suffer any psychological distress during online classes but indicated a lack of confidence in their capabilities in executing the skills in real life. No significant correlation was revealed between lecturing online and the effectiveness of learning sport skill subject learned among the students.

scholarly journals Ad-hoc e-learning measures during COVID-19 lockdown in Republic of Srpska HE institutions: student insights

2021 ◽  
Author(s):  
Mitja Tanjga
Keyword(s):  
High Speed ◽  
Online Survey ◽  
Ad Hoc ◽  
Solid Base ◽  
Online Classes ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Learning Development

Abstract The present study investigated the influence of ad-hoc transfer from classic classes to fully on-line during COVID-19 lockdown in spring 2020, on a student’s satisfaction with e-learning. It is significant for all stakeholders, especially policy makers in Republic of Srpska and Bosnia and Herzegovina to learn about importance of thorough planning and development of e-learning. Also e-learning ad-hoc classes have risen awareness about necessity for continued research on e-learning and its implications on higher education classes. COVID-19 lockdown drew attention of the whole world to the importance of e-learning as a powerful tool for academia. One-hundred and ninety-six students participated in online survey with 21 questions divided into 4 divisions. Results show that while majority of students (almost 93%) didn’t have feelings of studying for real and preferred face-to-face teaching as well as contact with their colleagues, participants (almost 85%) were partially or fully satisfied with e-learning classes during lockdown. Most of the participants had active high-speed Internet connection and used PC or laptop for e-learning classes. Significant number (38.8%) of students used mobile phone for e-learning classes which is fact important to be emphasized for future development purposes. If results are put in right perspective of transferring from face-to-face lectures to fully on line classes in a matter of days in lockdown they represent solid base for future e-learning development. E-learning will never replace classic education system especially in practical classes such as laboratory exercises or internships in the real sector, however, results indicate that this methods has a future place in HE education, if possible not as fully online classes but more as a blended system.

scholarly journals E-learning in advanced cardiac life support: Outcome and attitude among healthcare professionals

2019 ◽  
Vol 27 (6) ◽  
pp. 328-333
Author(s):  
Ariff Arithra Abdullah ◽  
Junainah Nor ◽  
Jeewadas Baladas ◽  
Tg Mohd Azimin Tg Hamzah ◽  
Tuan Hairulnizam Tuan Kamauzaman ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Healthcare Professionals ◽  
Life Support ◽  
Multiple Choice ◽  
Advanced Cardiac Life Support ◽  
Pass Rate ◽  
Multiple Choice Questions ◽  
Simulation Test ◽  
Face To Face ◽  
E Learning

Background: Advanced cardiac life support provides healthcare professionals with knowledge and skills needed in dealing with cardiac emergencies. By incorporating e-learning in advanced cardiac life support courses, it allows for easier accessibility of learning materials and a more personalized learning schedule at a lower overall cost. Objectives: This study aims to compare the outcome of e-learning advanced cardiac life support versus conventional advanced cardiac life support among healthcare professionals and determine their attitude on e-learning. Methods: A total of 96 candidates attending advanced cardiac life support courses in Hospital Universiti Sains Malaysia between January 2016 and May 2017 were included in the study. In total, 48 candidates were enrolled on each arm. Candidates in conventional advanced cardiac life support undertook a 2-day face-to-face course. Participants in e-learning advanced cardiac life support completed 6 h of online lecture videos prior to 1-day modified face-to-face course. All candidates were assessed by pre- and post-course multiple-choice questions and practical cardiac arrest simulation test. Only post-course and cardiac arrest simulation test marks contribute to the passing or failure of the candidates. Results: Candidates in e-learning advanced cardiac life support courses had higher mean scores on the pre-course multiple-choice questions (69.1, SD: 19.1) compared to those in conventional advanced cardiac life support courses (58.6, SD: 16.6, p < 0.001). The cardiac arrest simulation test pass rate on e-learning advanced cardiac life support was higher than conventional advanced cardiac life support courses although statistically not significant (95.8% vs 87.5%; p = 0.134). The overall pass rate was 93.8% for e-learning advanced cardiac life support versus 83.3% in conventional advanced cardiac life support (p = 0.099). A majority of the candidates had positive attitude towards e-learning. Conclusion: E-learning advanced cardiac life support courses demonstrated better results in terms of knowledge compared to conventional advanced cardiac life support, with equivalent skill scores. Shorter course duration, lesser cost and participants’ satisfaction were the added benefits. Further study can be done to explore the utilization of e-learning materials among healthcare professionals and its other advantages.

scholarly journals Virtual Classrooms during the Covid-19 pandemic

2021 ◽  
Author(s):  
Sana Hasan
Keyword(s):  
Interactive Video ◽  
Teaching Strategy ◽  
Virtual Classroom ◽  
Online Classes ◽  
Multiple Choice Questions ◽  
Short Answer Question ◽  
E Learning ◽  
On Line ◽  
Education Delivery ◽  
Integrated Or

In order to contain the virus, lockdown was imposed and as a consequence, education delivery methods have changed drastically, with e-learning progressively identifiable, and teaching being carried out with the help of digital platforms.Teachers are struggling with Zoom and Google classrooms to teach students. The conventional style of lectures is deemed incompetent and has been criticized for its inadequacy in involving students, now the focus has been diverted on more innovative pedagogical methods, such as group training, peer interaction and integrated or 'flipped' learning. These practices can continue on-line and can help to develop and expand the interest of students. Multiple IT tools can now be incorporated as a teaching strategy so that Professors and teachers, rather than emphasizing on the classical lecture format, can bring innovation and interactivity to their teaching.One of a very basic and interesting tool is Interactive Video. It allows teachers to enable students to practice questions and discussions while watching videos, by marking signs at specific moments during that video. Mostly the topics are previously taught so it`s easy for a student to understand the lesson. Students can even return back and watch the same video again, in order to develop thorough understanding of a topic. The performance of each student can be evaluated and this approach keeps track of their problems and the topics which are harder to understand. The students stay motivated as the feedback is instant and timely. May educators take Quizzes as standard in classrooms, This learning format develops variety of discussion and suggestions.Apps like Kahoot, Socrative, Quizlet can result in effective classroom engagement. These apps when assigned, allow teachers to test understanding of students simultaneously. Quizzes may be in the form of open-ended short questionnaires, short answer question, true-false, or multiple choice questions. When the quiz is created by the educator and displayed, students can either use their laptops, computers or phones to respond. This is a synchronous type of interaction, where the teachers screen is displaying the questions, and students have to reply through their own devices.It is difficult to engage students during online classes and this issue need to be resolved. If such an approach is adopted which highlight students perspective into consideration rather than trying to accomplish a fake on-campus experience online. Novel methods to teach using digital technology compliments the teaching system and adds creativity. The concept of virtual classroom is potentially off-putting and unfamiliar for new students, studying online for the first time. There are multiple factors influencing the engagement and involvement of students in online system of teaching: it includes family of students due to which students are distracted and focus less during online sessions, additionally, there may be lack of proper technical facilities i.e they may either have no digital facility or older and slower versions which make it difficult for students to understand during the online classes.

scholarly journals Novel Robotic Assistive Technologies: Choosing Appropriate Training for Healthcare Professionals

2020 ◽  
Vol 81 (1-4) ◽  
pp. 43-48
Author(s):  
L. Ménard ◽  
A. Petit ◽  
É. Leblong ◽  
M. Stein ◽  
E. Hatzidimitriadou ◽  
...  
Keyword(s):  
Online Survey ◽  
Healthcare Professionals ◽  
Driving Simulator ◽  
Technical Difficulty ◽  
Training Programme ◽  
Assistive Technologies ◽  
Powered Wheelchair ◽  
Face To Face ◽  
E Learning ◽  
Cross National

One of the key challenges for the training of healthcare professionals (HCPs) is to maintain a good understanding and knowledge of new assistive technologies (ATs) that are currently on the market [1]. Indeed, at present, available training on ATs is limited and does not meet the practice-related needs of HCPs. It is in this context that the ADAPT European project aims to develop a new AT training programme for healthcare professionals, which will also introduce them to the project’s new AT developments - a smart powered wheelchair and a virtual reality wheelchair-driving simulator. The program consists of six multimodal units; five delivered via e-learning and one through a blended method of e-learning and face-to-face sessions. The development of the content is guided by findings from an earlier literature review and an online survey of AT training needs for HCP’s, both undertaken by the ADAPT cross-national research team, comprised of UK and French experts. The level of technical difficulty increases with successive units in order to train all HCPs to use innovative ATs more widely in their practice. A Learning Management System enables the dissemination of the e-learning AT program. Preliminary results from participant unit-specific evaluations available at this stage are overall positive and encouraging.

scholarly journals Fostering Innovation and Methodology through Experiential Learning for Data Structures

2020 ◽  
Vol 3 (2) ◽  
pp. 94-103
Author(s):  
Anitha Kumari Dr. ◽  
Nanda Gopal Dr. ◽  
Padmashani Padmashani
Keyword(s):  
Experiential Learning ◽  
Work Environment ◽  
Data Structures ◽  
Real Life ◽  
Employability Skills ◽  
Online Classes ◽  
E Learning ◽  
Future Learning ◽  
Life Work ◽  
Learning Data

For real-life work environment, developing employability skills by the students’ community is indispensable and need of the hour. Laboratories associated with courses cultivate the ability of students to think independently and promote employability skills through experiential learning. Data structures are one such predominant course in IT/CSE domain to enhance the skill set of students for Placements/Higher studies. It provides opportunity for students to devise algorithms efficiently in an optimal manner by solving challenging problems easily thereby gaining confidence for attending placements. The purpose of this paper is to foster innovation by exploration in data structures course through experiential learning by providing coding based challenging questions as tutorials, assignment presentations and as activities during laboratory sessions and online classes are to be conducted as an essential one in the future learning perspective. Findings conclude that the experiential learning foster student’s abilities in solving the problem and thereby gaining confidence during e-learning and placement activities and the grading process are to be updated through centralized servers to the maximum extend and accuracy are to be maintained.

Evaluating the implementation potential of a transcultural tool for Tamil migrants with gestational diabetes mellitus living in Switzerland

2017 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Diabetes Mellitus ◽  
Logistic Regression ◽  
Gestational Diabetes ◽  
Gestational Diabetes Mellitus ◽  
Online Survey ◽  
Healthcare Professionals ◽  
Binary Logistic Regression ◽  
Private Practices ◽  
Populations At Risk ◽  
Management Procedures

Background: Gestational diabetes mellitus is a condition that affects many pregnancies and ethnicity appears to be a risk factor. Data indicate that approximately 18% of Tamil women are diagnosed with gestational diabetes mellitus. Today, approximately 50,000 of Tamils live in Switzerland. To date, there is no official tool available in Switzerland that considers the eating and physical activity habits of this migrant Tamil population living in Switzerland, while offering a quick overview of gestational diabetes mellitus and standard dietetics management procedures. The NutriGeD project led by Bern University of Applied Sciences in Switzerland aimed at closing this gap. The aim of this present study was to evaluate the implementation potential of the tools developed in the project NutriGeD for dietetic counseling before their wide scale launch in Swiss hospitals, clinics and private practices. Method: An online survey was developed and distributed to 50 recruited healthcare professionals working in the German speaking region of Switzerland from October – December 2016 (31% response rate). The transcultural tools were sent to participants together with the link to the online survey. The evaluation outcome was analysed using binary logistic regression and cross tabulation analysis with IBM SPSS version 24.0, 2016. Results: 94% (N=47) respondents believed that the transcultural tools had good potential for implementation in hospitals and private practices in Switzerland. A binary logistic regression analysis revealed that the age of participants had a good correlation (42.1%) on recommending the implementation potential of the transcultural tool. The participants with age group 34- 54 years old where the highest group to recommend the implementation potential of the transcultural tool and this was found to be statistically significant (p=0.05). 74% (34 out of 50) of the respondents clearly acknowledged the need for transcultural competence knowledge in healthcare practices. 80% (N =40) of the respondents agreed that the information presented in the counseling display folder was important and helpful while 60% (N= 30) agreed to the contents being clinically applicable. 90% (N=45) participants recommended the availability of the evaluated transcultural tools in healthcare settings in Switzerland. Conclusion: The availability in healthcare practice of the evaluated transcultural tools was greatly encouraged by the Swiss healthcare practitioners participating in the survey. While they confirmed the need for these transcultural tools, feed-backs for minor adjustments were given to finalize the tools before their official launch in practice. The developed materials will be made available for clinical visits, in both hospitals and private practices in Switzerland. The Migmapp© transcultural tool can serve as a good approach in assisting healthcare professionals in all fields, especially professionals who practice in areas associated with diet - related diseases or disorders associated with populations at risk.

scholarly journals Barriers and facilitators to e-learning in palliative care

2020 ◽  
Vol 26 (8) ◽  
pp. 394-402
Author(s):  
Joanne Callinan
Keyword(s):  
Palliative Care ◽  
Administrative Support ◽  
Healthcare Professionals ◽  
Computer Training ◽  
Barriers And Facilitators ◽  
Cross Sectional ◽  
Face To Face ◽  
Course Work ◽  
E Learning ◽  
Prior Experiences

Background: E-learning provides opportunities for flexible learning to those who cannot access palliative education in the traditional classroom setting, but it also presents learners with challenges. The study aims to identify the barriers and facilitators to accessing e-learning courses in palliative care. Methods: Cross-sectional surveys were developed, piloted and disseminated to healthcare professionals (HCPs) working in palliative care on the island of Ireland (Republic of Ireland and Northern Ireland). Results: Important factors that motivated HCPs to participate in e-learning are: dedicated time; quick technical and administrative support; computer training before completing an e-learning course; and regular contact with the tutor in online course work. Some 50% indicated face-to-face assistance and hands-on training sessions as the type of support that they would like to receive. Conclusions: Healthcare professionals' prior experiences and attitudes towards e-learning will guide educators developing programmes. This study indicates the prerequisite for organisational supports and practical considerations to facilitate the uptake of e-learning.

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