FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

Abstract

The worldwide COVID-19 pandemic has forced higher institutions to shift towards electronic (e) learning. Despite a plethora of research on the responses of higher education institutions to COVID-19 and their shift towards e-learning, research often focuses on the opportunities and/or challenges of e-learning amid COVID-19. Notwithstanding this, limited research has addressed how e-learning experiences can be enhanced among medical students, who often need conventional leaning, especially for practical courses. This research addresses a gap in the knowledge and examined medical students’ perceptions of e-learning using the Blackboard platform, and the elements or predicators that affect their e-learning experience amid COVID-19 in the Kingdom of Saudi Arabia. An online survey was transmitted to medical students in three main public universities. Based on the findings, a FLOWER model was proposed for improving e-learning experience using Blackboard among medical students. This model includes six dimensions: feedback, leverage to remain motivated, open resources and information, working together, evaluation, and reflection and knowledge. These dimensions are interrelated, and enable the creation of a positive e-learning experience. The results showed that four of the six dimensions have high positive and significant path coefficients: open sources and information; leverage to remain motivated; working together; and reflection and knowledge construction. Two of the six dimensions have low positive, but significant, path coefficients (feedback and evaluation), which require further consideration by policymakers and educators. The results have several theoretical and practical implications, which are elaborated upon.

Learning behavior, digital platforms for learning and its impact on university student’s motivations and knowledge development

“…It was determined that e-learning was successful and investigated major antecedents of e-learning success in the COVID-19 pandemic ( Elshaer and Sobaih, 2022 ; Jaoua et al, 2022 ). The major motivators for the likely continuance of videoconferencing as a supplement to face-to-face tutorials at Spanish institutions ( Infante-Moro et al, 2021 ).…”

Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study

“…Hence, the current article is focused on digital skills (DS) as part of 21st-century skills. Previous publications defined six sub-skills of the (DS): digital information skills, digital communication skills, digital collaboration skills, critical thinking digital skills, creative digital skills, and problem-solving digital skills, as in the following concepts ( Table 1 ) [ 13 , 14 , 15 , 20 , 21 , 22 , 23 ].…”

“…Recent research indicates that DS are required to access the internet, as well as to analyze and utilize online content [ 20 , 21 , 22 , 23 ]. Moreover, research has revealed that some students have the digital skills to be digital natives while others are like digital immigrants [ 21 , 24 , 25 , 26 ].…”

“…In the era of COVID-19, students’ informal digital technology skills are comparable to those required for learning; numerous studies have demonstrated a significant relationship or correlation between digital skills and online education [ 21 , 23 , 29 ].…”

Examining Learning Experience and Satisfaction of Accounting Students in Higher Education before and amid COVID-19

“…As expected, scholars responded quickly to the pandemic and its influence on students and their learning experience. A growing academic body of research was conducted to understand the impacts of COVID-19 on education and learning (e.g., [ 2 , 3 , 4 ]); to highlight the challenges and/or opportunities facing e-learning amid the COVID-19 pandemic (e.g., [ 5 , 6 ]); to stress the value of e-learning using either a formal learning system or social network sites (e.g., [ 7 , 8 , 9 , 10 , 11 ]); to maintain academic performance using e-learning (e.g., [ 12 , 13 ]); to enhance student satisfaction and engagement (e.g., [ 14 , 15 ]); to create positive e-learning experiences (e.g., [ 16 , 17 ]; and to understand education post-COVID-19 pandemic (e.g., [ 18 ]).…”