scholarly journals Perception of undergraduate students towards E-learning vs. Traditional Learning in a Public Sector Medical College.

2021 ◽  
Vol 28 (02) ◽  
pp. 235-241
Author(s):  
Zahid Kamal ◽  
Ahmad Zeeshan Jamil ◽  
Muhammad Waseem ◽  
Muhammad Junaid Iqbal ◽  
Nauman Aziz ◽  
...  
Keyword(s):  
Medical Education ◽  
Student Perceptions ◽  
Undergraduate Medical Education ◽  
Undergraduate Students ◽  
Traditional Learning ◽  
Traditional Lecture ◽  
Face To Face ◽  
Learning Modalities ◽  
Medical College ◽  
E Learning

Objective: The e-learning technique for teaching has been gradually active in undergraduate medical education in current years. This article serves as an early exploration into medical student perceptions of the benefits and limitations of the E-learning. Study Design: Prospective study. Setting: Sahiwal Medical College Sahiwal. Period: 1st February 2020 to 31ST March 2020. Material & Methods: To determine the perception of undergraduate students towards E-learning vs. Traditional Learning the students of the 4th year and Final year MBBS were provided with a questionnaire. Students of Sahiwal medical college have already been taught via both methods i.e., traditional face to face teaching and via video lectures and WhatsApp e-learning. Results: Students’ perception of E-learning as compared to Traditional learning: Fifty-two % students disagreed with that Traditional learning is more difficult and challenging than E-learning. Out of 182 responses again 54 % of the students disagreed with the fact that Learning materials or recorded lectures are as effective as face-to-face teaching/classroom situations. Conclusion: To date in our study, the students’ reaction to e-learning solicitations in undergraduate medical education is not much optimistic. Moreover, students generally did not express strong satisfaction for active learning modalities over traditional lecture-based learning.

Advances in medical education; comparing the perceptions of the faculty and the students towards e-learning vs. traditional learning in a public sector medical college in Pakistan.

2021 ◽  
Vol 28 (05) ◽  
pp. 619-624
Author(s):  
Zahid Kamal ◽  
Ahmad Zeeshan Jamil ◽  
Muhammad Waseem ◽  
Muhammad Junaid Iqbal ◽  
Nauman Aziz ◽  
...  
Keyword(s):  
Medical Education ◽  
Public Sector ◽  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Faculty Members ◽  
Traditional Learning ◽  
Cross Sectional ◽  
Medical College ◽  
E Learning

Objective: E-learning is a growing need of modern day education generally and of medical universities particularly. This study is targeted to compare and assess different perceptions of the faculty and the students towards e-learning at a public sector medical college. Study Design: Cross-sectional study. Setting: Department of Medical Education, Sahiwal Medical College, Sahiwal. Period: 1st May 2020 to 31st May 2020. Material & Methods: The questionnaire was sent to all the participants by Whatsapp because of COVID-19 pandemic. MBBS students of 4th year and final year MBBS and all the faculty members of clinical and basic medical sciences were included in the study. The participants had to choose among options of ‘agreed, neutral and disagreed‘. Results: The response rate of faculty members was 91.66% and that of undergraduate students was 91%. Among faculty members, 34 (51.50%) were males while 32 (48.50%) were females. Female students were having majority of participation (60.40%). Most of the faculty and students were disagreed with the fact that ‘E-learning is a suitable means of education for students in Pakistan’. Though there was an overwhelming agreement of students (80%) and staff (88%) with agreement on the point that ‘information and communication technologies (ICT) play an effective role in promoting education’. Fifty three percent of students and 67% of the faculty members agreed that ‘E-learning systems can fulfill the challenging needs of present times’. Conclusion: Our study concludes that there are some reservations of both students and the faculty regarding usage of e-learning over traditional learning at public sector medical college. In our study while comparing, the majority of both the groups were having almost same opinions related to implementation of e-learning methodology.

Student Perceptions of Online vs. Face-to-Face Learning in Criminal Justice

2018 ◽  
pp. 164-182
Author(s):  
Alicia Marie Godoy ◽  
Rebecca Pfeffer
Keyword(s):  
Criminal Justice ◽  
Student Perceptions ◽  
Ethical Issues ◽  
Traditional Learning ◽  
Online Classes ◽  
Online Students ◽  
Face To Face ◽  
Learning Modalities ◽  
Face To Face Learning

This chapter provides an overview of the findings from a study of students at a four-year university who were surveyed about their experiences learning in both online and face-to-face modalities. While some students reported perceived equitableness between their experiences in online and face-to-face classes, there were some findings that demonstrated the need for further inquiry. Of note, the majority (61%) of students indicated that they learned more or much more in face-to-face classes than online. Students in online classes were also much less likely to make use of faculty office hours or, in some cases, to even have contact with their professors at all. This chapter concludes with a discussion of the ethical issues corresponding to the disparity between online and traditional learning modalities.

Student Perceptions of Online vs. Face-to-Face Learning in Criminal Justice

2021 ◽  
pp. 1288-1302
Author(s):  
Alicia Marie Godoy ◽  
Rebecca Pfeffer
Keyword(s):  
Criminal Justice ◽  
Student Perceptions ◽  
Ethical Issues ◽  
Traditional Learning ◽  
Online Classes ◽  
Online Students ◽  
Face To Face ◽  
Learning Modalities ◽  
Face To Face Learning

This chapter provides an overview of the findings from a study of students at a four-year university who were surveyed about their experiences learning in both online and face-to-face modalities. While some students reported perceived equitableness between their experiences in online and face-to-face classes, there were some findings that demonstrated the need for further inquiry. Of note, the majority (61%) of students indicated that they learned more or much more in face-to-face classes than online. Students in online classes were also much less likely to make use of faculty office hours or, in some cases, to even have contact with their professors at all. This chapter concludes with a discussion of the ethical issues corresponding to the disparity between online and traditional learning modalities.

scholarly journals A Brazilian original pedagogical approach to the teaching of neurology

2014 ◽  
Vol 72 (10) ◽  
pp. 747-752 ◽  
Author(s):  
Lucas Vilas Bôas Magalhães ◽  
Paula Teixeira Fernandes ◽  
Daniel de Souza Ferreira Magalhães ◽  
Ricardo Rocha Bastos ◽  
Li Li Min
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Comparative Test ◽  
Case Discussion ◽  
Pedagogical Approach ◽  
Traditional Lecture ◽  
Experimental Application ◽  
Teachers And Students ◽  
Long Time ◽  
Approach Method

The two-arm Clinical Decisions/Diagnostic Workshop (CD/DW) approach to undergraduate medical education has been successfully used in Brazil. Objective Present the CD/DW approach to the teaching of stroke, with the results of its pre-experimental application and of a comparative study with the traditional lecture-case discussion approach. Method Application of two questionnaires (opinion and Knowledge-Attitudes-Perceptions-KAP) to investigate the non-inferiority of the CD/DW approach. Results The method was well accepted by teachers and students alike, the main drawback being the necessarily long time for its completion by the students, a feature that may better cater for different educational needs. The comparative test showed the CD/DW approach to lead to slightly higher cognitive acquisition as opposed to the traditional method, clearly showing its non-inferiority status. Conclusion The CD/DW approach seems to be another option for teaching neurology in undergraduate medical education, with the bonus of respecting each learner`s time.

Principles of Effective E-Learning

2014 ◽  
pp. 150-165
Author(s):  
Matthew Kolakowski ◽  
Paul Bishop
Keyword(s):  
Reference Model ◽  
Traditional Learning ◽  
Global Business ◽  
Business Outcomes ◽  
Face To Face ◽  
Training Requirements ◽  
E Learning ◽  
Instructional Management Systems ◽  
Content Object ◽  
Organizational Value

What are the primary principles of effective e-learning and the subsequent impact on leadership in global business as digital technologies mediums continue to emerge within academia and the workplace? Maxwell (2013) defines this principle as “instructional practices and internet capabilities that direct learners toward a specified level of proficiency and competency in the shortest amount of time” (p. 89). Traditional learning measures that require extensive face to face interaction no longer fit Maxwell's description and inhibit audiences that require flexibility in obtaining proficiency on tasks like annual training requirements and sustaining Continuing Education Units (CEUs) for certifications. This chapter introduces the foundation of e-learning parameters, Sharable Content Object Reference Model (SCORM), Instructional Management Systems (IMS), and how these mediums interact with learners in conjunction with its impact on leadership, business outcomes, and organizational value.

scholarly journals A UTAUT Evaluation of WhatsApp as a Tool for Lecture Delivery During the COVID-19 Lockdown at a Zimbabwean University

2020 ◽  
Vol 9 (5) ◽  
pp. 84
Author(s):  
Vusumuzi Maphosa ◽  
Bekithemba Dube ◽  
Thuthukile Jita
Keyword(s):  
Teaching And Learning ◽  
State University ◽  
Traditional Lecture ◽  
Face To Face ◽  
Randomized Evaluation ◽  
Data Consumption ◽  
E Learning ◽  
Delivery Platform ◽  
Learning Platforms ◽  
Student's Attitudes

Focusing through the lens of the (COVID-19) lockdown which was enforced on the 30th of March 2020, it became apparent that students from rural resource-constrained educational institutions had to adapt to sustainable online learning platforms from traditional content delivery. WhatsApp a social networking app, but due to its low data consumption, it became a de-facto teaching and learning tool for Lupane State University (LSU) students in Zimbabwe. Prior studies have focused on the use of WhatsApp as an alternative lecture delivery platform but very few have evaluated its role as the sole platform for lecture delivery. With no government or institutional support for data acquisition, students failed to utilise other e-learning platforms that were in place due to exorbitant data costs. This study seeks to evaluate the success of WhatsApp mediated teaching and learning at LSU during the COVID-19 pandemic. This was a randomized evaluation of weekly lecture delivery through WhatsApp to LSU students. A questionnaire based on the Unified Theory of Acceptance and Use of Technology’s main constructs was delivered to 200 students that were randomly selected. The results revealed that student’s attitudes, behavioral intention of using WhatsApp for learning as well as the platform’s usefulness were rated highly, implying high adoption. The positive perceptions suggest that it would be easy for the institution to formally integrate the platform to augment traditional lecture delivery or for use during an event that disrupts traditional face-to-face lecture delivery. Results revealed that WhatsApp can support 21st century learning through autonomous, collaborative and learner centred education.

scholarly journals The continuing medical education activities and attitudes of Australian doctors working in different clinical specialties and practice locations

2009 ◽  
Vol 33 (1) ◽  
pp. 47 ◽  
Author(s):  
Grant D Stewart ◽  
Mohamed H Khadra
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Positive Attitude ◽  
Hospital Practice ◽  
Face To Face ◽  
Practice Location ◽  
E Learning

Background: Currently, it is not clear which continuing medical education (CME) methods are being used by senior doctors and what their attitudes towards them are. The aims of this study were to investigate which modes of CME delivery senior Australian doctors utilise, to assess doctors? attitudes towards CME and to determine any differences in modes used and attitudes between clinical specialties and practice locations. Methods: A 52-statement questionnaire enquiring about doctors? current CME activities and their attitudes towards CME was distributed to 1336 senior Australian doctors. Results: 494 doctors responded to the questionnaire. Traditional forms of CME (eg, meetings, conferences, journals and lectures) were most commonly used. Doctors thought CME involving face-to-face interaction was superior to electronic forms of CME. All doctors, especially those in hospital practice, had a positive attitude towards CME but found lack of time a barrier to learning. Rural doctors found CME sessions more difficult to attend than did their metropolitan colleagues. Conclusions: Traditional forms of CME were more popular than modern CME approaches, such as e-learning. Australian doctors had a positive attitude towards undertaking CME despite struggling to find time to perform CME. The differences in attitudes towards CME demonstrated between specialties and different practice location will aid future CME planning.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

scholarly journals Is English as a Medium of Instruction Problem for Undergraduate Medical Students?

1970 ◽  
Vol 6 (2) ◽  
pp. 32-36 ◽  
Author(s):  
S Hossain ◽  
KM Shamim ◽  
N Shahana ◽  
MA Habib ◽  
A Rahman
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Students ◽  
Difficulty Level ◽  
Medium Of Instruction ◽  
Undergraduate Medical Students ◽  
Medical College ◽  
Grade Ii ◽  
Written Assessment ◽  
Grade Iii

Introduction: The students of a country like Bangladesh, where language of medical education is completely English, suffer from a lot of problems in grasping English and also Latin and Greek terms used in English.Objective: This study was aimed to estimate the extents and to identify the nature of the problems faced by the undergraduate students in different aspects of English used in Anatomy.Methods: The study was conducted on 191 third year medical students, who had just passed the Anatomy portion of their undergraduate course from two renowned government medical colleges and one private medical college of Bangladesh. A written assessment test of students' performance was designed using two sets of questions as the instrument of the test. Each student was graded, according to the percentage frequency of correct responses, as having Grade IV difficulty (up to 20%), Grade III difficulty (20.01% to 40%), Grade II difficulty (40.01% to 60%), Grade I difficulty (60.01% to 80%) and Grade 0 with 'no difficulty' (above 80.01%). Comments were also collected from the students regarding their problems with English used in Anatomy.Results: An average of only about 48.2% responses on 'English used in Anatomy' was correct, ranging from about 20 to 70%. An arbitrary grading of difficulty level showed that 75% of the students were suffering from Grade II to Grade III difficulties. Performance of the students showed that the undergraduate medical students of Bangladesh were facing varying but noticeable amounts of difficulty with most of the areas of 'English used in Anatomy'.Conclusion: Organized, regular ways of dealing with these problems should be devised taking into consideration the specific aspects showing weakness and based on principles of terminology and English rather than on individual terms or words. Key words: English used in Anatomy; difficulty; undergraduate medical student DOI: 10.3329/jafmc.v6i2.7272JAFMC Bangladesh. Vol 6, No 2 (December) 2010 pp.32-36

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