Distance Education During COVID-19 Pandemic: A College of Pharmacy Experience

Abstract

This study aimed at describing the experience of academic staff and students with distance education, during the COVID-19 pandemic, at a college of pharmacy in Saudi Arabia. Methods: This study used a mixed-method approach. The first phase implemented a survey that targeted both academic staff and students to evaluate their experiences with distance education during the COVID-19 pandemic. Then, a focus group discussion was conducted to explore, in-depth, their experience. The survey consisted of five domains as follows: readiness for the shift to distance education during the full and partial lockdown, perception towards distance education, barriers against distance education, and the acquisitions due to distance education. A five-point Likert scale was used to assess participants' responses to the different domains (mean score ± standard deviation). Results: Seventy-eight percent of the academic staff and 65% of the students responded to the survey. Participants' views were positive for readiness for the shift to distance education during the full lockdown (3.89±0.42 for academic staff and 3.82±0.50 for students) with almost similar evaluation for the readiness during the blended learning period (3.91±0.44 for staff and 3.83±0.59 for students). The findings showed a generally positive perception towards distance education (3.59± 0.67 for academic staff and 3.47±0.64 for students). The acquisitions due to distance education were also positive (3.95±0.72 for academic staff and 3.78±0.77 for students). Nonetheless, some barriers that affected distance education were raised with an overall neutral view from both academic staff (3.31±0.72) and students (3.31±0.64), with different responses for the individual items. Qualitative findings from the focus group discussions explored the strengths, weaknesses, opportunities, and challenges, with emphasis on the areas for improvement. Conclusion: Although the shift for distance education was out of a sudden, participants showed overall positive views about their experience with distance education and highlighted areas for improvement.

Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future

“… Alongside this, e-learning management systems, online platforms, and other technological infrastructures, e.g., BlackBoard™, online apps, and platforms for collaboration and video calls, as well as other technological infrastructures put in place, including Zoom ® , Microsoft Teams, and Webex ® [ 74 , 76 , 77 , 78 ]. In 2020–2021, the Saudi Ministry of Education instructed universities to adapt a blended learning model in which all theoretical components of the curriculum should be delivered online and practical component/skills delivered on campus whenever applicable, taking all the precautionary and preventive measures [ 79 ]. This resulted in the King Saudi University (KSU) College of Medicine delivering the theoretical parts of courses online using BlackBoard™ and Zoom ® platforms, with problem-based learning (PBL) shifted online using small groups [ 77 ].…”

“… Several studies have now taken place exploring the experiences of university students. They have generally reported positive experiences with e-learning and distance education during the COVID-19 pandemic in view of the investments made [ 71 , 78 , 79 , 81 , 82 ], with continued ongoing research in this area. However, this is not universal, with concerns with technical support and access to the Internet found among some medical students in Saudi Arabia [ 83 ].…”

“…In 2020–2021, the Saudi Ministry of Education instructed universities to adapt a blended learning model in which all theoretical components of the curriculum should be delivered online and practical component/skills delivered on campus whenever applicable, taking all the precautionary and preventive measures [ 79 ]. This resulted in the King Saudi University (KSU) College of Medicine delivering the theoretical parts of courses online using BlackBoard™ and Zoom ® platforms, with problem-based learning (PBL) shifted online using small groups [ 77 ].…”

Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review

“…Diverse challenges and/or difficulties have been identified regarding e-learning, such as the appearance of health issues due to long-time screen use, less communication in relation to face-to-face learning, a negative emotional response (frustration and anxiety were frequently reported), a negative impact on their education (e.g., less knowledge acquisition or it takes longer to get through material) or a distracting home environment [34][35][36]. In contrast, diverse benefits were identified, such as more comfort, less time spent travelling, more family time, and feeling valued and helpful during the pandemic [34,35]. Some studies were not convergent, regarding some topics.…”

“…Some studies were not convergent, regarding some topics. For instance, the number of interactions with instructors and classmates were classified as appropriate in one study, but not in another one [34,35].…”