Attitude and Readiness to Online Learning and Challenges among First-Year Medical Students

Abstract

Background Most of the systems, including education, in the world are becoming web and technology-based. Assessing students’ attitudes, readiness, and challenges is important for effective implementation. This study is, therefore, aimed to assess students’ attitudes, readiness, and challenges affecting online learning among medical students at Addis Ababa University, School of Medicine. Methods a total of 150 undergraduate medical students were involved in this study. A quantitative cross-sectional research design was used. Data were collected through a structured google form questionnaire. A 5-point Likert scale instrument was used to measure students ’ level of agreement on the items of attitude, readiness, and challenges affecting their online learning activities. The data obtained were analyzed using SPSS (version 26). Independent t-test and one-way ANOVA followed by Post Hoc Turkey multiple comparison tests were used. The data were expressed as means ± standard deviation (SD). Differences with p < 0.05 were considered statistically significant. Results Students’ attitudes toward online learning were high (mean: 3.49) and significantly affected by extra computer training at the high school level (t (148) = 2.57, p = .010), basic computer skills (F (3,146) = 5.65, p = .001), online learning accessing skills (F (3,146) = 2.71, p = .048) and online learning destructors eliminating skills (F (3,146) = 15.99, p = .000). The readiness was moderate (mean = 3.23) and was significantly higher in males than females (t (148) = 2.17, p = .032). The readiness of the students for online learning was significantly affected by personal (mean = 2.60; SD = .56 vs mean = 2.40; SD = .68; p = .037) and technological (mean = 2.61; SD = .05 vs mean = 2.40; SD = .68; p = .027) related challenges than institutional challenges. Unavailable of quality technology was the first technology-related challenge affecting medical students’ online learning (mean = 3.16), while the students’ perception was the first challenge in the personal-related factors (mean = 3.31). Conclusion Students’ attitudes towards online learning were high and affected by extra computer training at the high school level. Readiness was moderate and affected by gender. Students should increase their computer skills and it is required to motivate females to practice online learning. Educational management is required to select appropriate online-teaching tools before starting online teaching.

Teacher Candidates’ Self-Efficacy Beliefs Related to Four Basic Skills in English

“…Disagree: 1.81-2.60; I do not agree at all: 1.00-1.80. For option range calculation this formula was used: (Limenie, 2022;Kıyıcı & Dikkartın Övez, 2021;Bozaslan, & Kaya, 2012;Sarıgöz, 2017). As shown in the Table 2 above, according to the Kolmogorov-Smirnov (n> 50) test results, it is seen that the scale total scores are not normally distributed (p <0.05).…”