Online Learning in the Face of COVID-19 Pandemic: Assessment of Students’ Satisfaction at Chitwan Medical College of Nepal

Sharma, Kalpana; Deo, Gopendra Prasad; Timalsina, Santosh; Joshi, Alisha; Shrestha, Niki; Neupane, Harish Chandra

doi:10.3126/kumj.v18i2.32943

Cited by 92 publications

(125 citation statements)

References 23 publications

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“…Both the online anatomy lectures and pre-recorded lectures left 56.0% and 52.5% of students satisfied. These findings, are similar to the 53.5% reported in Sharma et al [11] study and close to the 63.4% in Cuschieri and Agius [12] cohort. However, in the relevant literature there are studies mentioning more than 87% satisfaction [7,13], contrariwise to others reporting lower than 14% satisfaction [8,14] with the online educational methods in health sciences (medicine, dentistry, pharmacy etc.).…”

Section: Discussionsupporting

confidence: 92%

“…However, 34.5% of the students would like some of the lectures to become remotely. In studies coming from Nepalese, Pakistani and Kuwait students, it was highlighted that 89.8%, 77% and 51.2% of these students respectively, prefer to continue the online lectures [11,21,22]. This inconsistency may reflect different perspectives between Nations and disparities in the traditional and /or the online learning modalities.…”

Section: Discussionmentioning

confidence: 99%

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Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic

et al. 2021

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Aim of the present study was to determine the impact of the COVID-19 outbreak on anatomy teaching to medical and dental students comparing the traditional anatomy teaching with three remote teaching modalities. A cross-sectional study was conducted among undergraduate medical and dental students of the Aristotle University of Thessaloniki. Four hundred and twenty students who attended anatomy classes during COVID-19 outbreak in Greece, were asked to fill in a questionnaire of 22 questions evaluating the formats of the different courses provided. Each student was asked to complete the questionnaire anonymously via the Google Forms ® platform. A total of 200 students participated. During the lockdown, 59.5% of students attended all online anatomy lectures compared to 44.5% in the pre-pandemic year. Overall, the higher percentage of 73.5% was satisfied with the traditional anatomy teaching, instead of 56% which were satisfied with the effectiveness of online anatomy lectures. Asking whether any remote educational method can partially or completely replace the traditional anatomy teaching, the majority of students replied "no" for all the three remote modalities. The traditional anatomy teaching remains the most preferred and effective teaching modality. The students ranked online anatomy lectures and pre-recorded anatomy lectures in second place in terms of effectiveness and preference. The development of remote learning methods has increased students' active participation in anatomy lessons, but significantly negatively affected the students' performance at exams. Remote learning cannot replace the traditional anatomy teaching method, but online lectures could be incorporated into anatomy curricula as an additional tool.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic

et al. 2021

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“…Unlike this finding, a study conducted by Abuhassna et al (2020) has reported that students had highly satisfied with online teaching. To consider the overall level of satisfaction with online teaching, several studies have been found in line with the findings of the present study (Aristovnik et al, 2020;Babinčáková & Bernard, 2020;Bauk et al, 2014;Bokayev et al, 2021;Bolliger & Wasilik, 2009;Chen et al, 2020;Durak, 2020;Fatani, 2020 2020; Mahdy, 2020bMahdy, , 2020aMalkawi et al, 2021;Nguyen, 2016;Di Pietro et al, 2020;Shahzadi & Ahmad, 2011;Sharma et al, 2020;Surahman & Sulthoni, 2020).…”

Section: Discussionsupporting

confidence: 88%

“…The findings of a study revealed by Baber (2020) are in line with the indicated studies where the researcher found a positively great level of satisfaction in providing online teaching. In contrast, the findings of the study revealed by Sharma et al (2020) indicated that the majority of their respondents are dissatisfied with online learning platforms. Similarly, the findings of a study revealed by Dinh and Nguyen (2020) show that online teaching and learning had a lower satisfaction level than face-to-face teaching.…”

Section: Review Of Related Workmentioning

confidence: 70%

“…The findings of their study showed no direct effects found on students' satisfaction by personal factors, while the availability of online applications had the greatest impact on students' satisfaction level. Despite all studies on satisfaction level, various researchers reported high satisfaction level of students with online teaching during the COVID-19 outbreak (Ali et al, 2011;Bauk et al, 2014;Coman et al, 2020;Johnston et al, 2005;Naziya & Khan, 2020;Roach & Lemasters, 2006;Sharma et al, 2020;Surahman & Sulthoni, 2020). Unexpectedly, not many studies have been found with low or dissatisfaction in online teaching during the COVID-19 pandemic.…”

Section: Review Of Related Workmentioning

confidence: 99%

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Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching

Hashemi

2021

Cogent Arts & Humanities

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The outbreak of COVID-19 affected almost every sector, including higher education institutions across the world particularly Afghanistan educational system. For this purpose, the researcher aimed to investigate the effects of COVID-19 on the academic performance of Afghan students and their level of satisfaction with online teaching. It also explored the significant difference in academic performance of students along with their satisfaction level with online teaching across gender. There were 1231 respondents, including 867 males and 364 females, from public and private universities of Afghanistan. Descriptive and inferential statistical analyses were employed. The findings of the study revealed that COVID-19 has negatively affected the academic performance of Afghan students and the students were highly dissatisfied with online teaching during this critical moment. Besides, the study revealed significant differences in the academic performance of students and their level of satisfaction with online teaching across gender. A strong positive correlation was found between the academic performance of Afghan students and their level of satisfaction with online teaching during the COVID-19 outbreak. According to the findings of the study, several implications and recommendations have been provided.

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A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

Koja,

Abazaj

2024

Health Science Reports

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BackgroundSevere acute respiratory syndrome coronavirus 2 caused an unprecedented pandemic for more than 2 years, affecting the lifestyle health, and education systems at the global level. During this long pandemic period, online learning was considered the only secure learning alternative. Multiple studies have demonstrated positive or negative perceptions related to online teaching.AimThrough this study, we identified the perceptions and different challenges that online learning brought to the education of the students of Alexander Xhuvani University, Elbasan, focusing on their achievements.MethodThis cross‐sectional study was conducted by Alexander Xhuvani University from March to May 2021. A questionnaire that assessed students' perceptions related to the effectiveness of distance learning was used for this study. This questionnaire had a Cronbach α value of 0.760. Students from two faculties were welcomed to be part of this survey and to fill out the questionnaire on the Google platform. The data of the online questionnaire was made in Excel format and then analyzed using the statistical program SPSS version 20.0.ResultsOverall, 350 students were included in the study about 268 (76.6%) belong to the female gender, and most students 239 (68.3%) belong to the age group of 18–20 years. It is worth mentioning that 271 (77.4%) had a negative perception related to e‐learning. Approximately, 201 (57.4%) of students encountered difficulties with the internet, 49 (14%) of cases reported a lack of technological equipment, and 111 (31.7%) encountered distraction while using the phone to listen to the online lesson. Problems with visual images and audio were also reported. As advantages, we mention freer time and greater flexibility in the learning process. Changes in health and management of online learning were observed in 123 (35.1%) of students, where loss of time and lack of concentration to learn, sleep problems, stress, anxiety, and fear were encountered the most.ConclusionsThis is the first study in university education to assess students' perceptions and results achieved by online learning during our country's pandemic. Our study's findings show that 271 (77.4%) of participants have a negative perception of online learning. The most common challenges among students were Internet speed, a lack of technological equipment, and Internet disconnection. In terms of expectation fulfillment during online learning and assessment results, 245 (70%) of students' expectations were unsatisfied and unmet. These findings will address the gaps in the literature and may influence future online learning design in our country.

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Online Learning in the Face of COVID-19 Pandemic: Assessment of Students’ Satisfaction at Chitwan Medical College of Nepal

Cited by 92 publications

References 23 publications

Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic

Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic

Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching

A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

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