Teachers’ Perception on Virtual Teaching Learning Activities and Assessment: Web-based Study on a Non-Government Medical College in Bangladesh

Abstract

Over last few months, educational institutes across the globe have been forced to close the campuses and switch to virtual classes. Learning is a hard job and studying online can make someone feel isolated, confused or discouraged without proper guidance. The current paper presents the results of a questionnaire-based cross-sectional study conducted in November 2020 on teachers of Chattagram International Medical College, a non-government medical college in Bangladesh. Altogether 52 teachers of CIMC participated in the study, which corresponded to 85% response rate. More than 90% teachers preferred screen-share during the class, half of the teachers considered internet connectivity as most challenging issue in taking class. Remarkable findings in closed questionnaire reflected interest among the faculty for online class, well-maintained discipline in the class, appropriate topic selection, satisfactory ownership of device for online class, non-preference of online class as a good substitute of face-to-face class and partial preference to keep virtual background as an option for teaching even after resuming face-to-face class. Key recommendations from the study included institutional support regarding internet connectivity and logistics, effective interaction with the students to make the classes more meaningful as well as proper training to the teachers to enhance proficiency in online classes. Finally, virtual class can never totally replace face-to-face class; however, this intelligent skill can be kept as an option for teaching in selective circumstances even after pandemic is over and face-to-face classes have been resumed.
 Bangladesh Journal of Medical Education Vol.12(1) 2021: 3-9

Teaching during a pandemic: do university teachers prefer online teaching?

“…In-person teaching and virtual or online teaching are fundamentally different, and both the instructors and the students can recognize the differences. Aside from reproducing meaningful instructional materials in the online network, lecturing virtually necessitates additional logistic assistance, such as a device and access to the internet ( Khanom et al., 2021 ). For the future of educational settings, online teaching is a critical breakthrough.…”

Online classes in undergraduate medical teaching: recommendations from perspectives of teachers and students in a non-government medical college of Bangladesh

“…Disclosure: Partial data of this study was published in the Bangladesh Journal of Medical Education (11).…”

Navigating the Shift: Faculty Preparedness for Online Teaching in the Evolving Global Higher Education Landscape

“…Wu (2021) underscored the urgency of this transition, highlighting the need for educators to adapt swiftly. Khanom et al (2021) emphasized the distinctions between face-to-face and virtual instruction, including logistical support and effective material creation. Greenhow et al (2022) defined online learning as multidimensional, digital, and technology-mediated interactions.…”