The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff

Abstract

Background e-learning was underutilized in the past especially in developing countries. However, the current crisis of the COVID-19 pandemic forced the entire world to rely on it for education. Objectives To estimate the university medical staff perceptions, evaluate their experiences, recognize their barriers, challenges of e-learning during the COVID-19 pandemic, and investigate factors influencing the acceptance and use of e-learning as a tool teaching within higher education. Methods Data was collected using an electronic questionnaire with a validated Technology Acceptance Model (TAM) for exploring factors that affect the acceptance and use of e-learning as a teaching tool among medical staff members, Zagazig University, Egypt. Results The majority (88%) of the staff members agreed that the technological skills of giving the online courses increase the educational value of the experience of the college staff. The rate of participant agreement on perceived usefulness, perceived ease of use, and acceptance of e-learning was (77.1%, 76.5%, and 80.9% respectively). The highest barriers to e-learning were insufficient/ unstable internet connectivity (40%), inadequate computer labs (36%), lack of computers/ laptops (32%), and technical problems (32%). Younger age, teaching experience less than 10 years, and being a male are the most important indicators affecting e-learning acceptance. Conclusion This study highlights the challenges and factors influencing the acceptance, and use of e-learning as a tool for teaching within higher education. Thus, it will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change.

What COVID-19 has introduced into education: challenges Facing Higher Education Institutions (HEIs)

“…While learner-centered education and online pedagogy has increased in scope within the past several decades, and especially since 2000, there are reasons for why HEIs continue to struggle. Zalat, Hamed, and Bolbol (2021) conducted a study on the perceptions of University medical staff at an Arabic post-secondary institution, finding that 36% of instructors had inadequate facilities and equipment, while 40% did not have proper internet connectivity. Technical problems were also common (Zalat et al, 2021).…”

“…Zalat, Hamed, and Bolbol (2021) conducted a study on the perceptions of University medical staff at an Arabic post-secondary institution, finding that 36% of instructors had inadequate facilities and equipment, while 40% did not have proper internet connectivity. Technical problems were also common (Zalat et al, 2021). Younger instructors or those unfamiliar with technology may have a difficult time transitioning to e-learning.…”

The Connection Between Digital Divide and Social Exclusion: Implications for Social Work

“…The role of technology in education had been incrementally phased in for years now, however, lockdowns implemented to mitigate the effects COVID-19 expedited the adoption of technology. Developing countries, as it is always the case, were slow to incorporate technology in education due to socio-economic conditions, but Covid-19 necessitated the move (Zalat et al, 2021). As Schools across the globe migrated their curriculums online in pursuit of salvaging academic calendars during the Covid-19 pandemic, the flagrance of inequalities is brought to the fore.…”

Healthcare student’s perception towards e-learning approach during COVID-19 pandemic: A study protocol

“…Because of the COVID-19 pandemic, the chalk and talk approach was replaced with e-learning as in many states, the situation remains unchanged, with physical classes being banned once more amid the pandemic's second wave. Thus the task needs a signi cant shift in teaching and learning environments (3).…”

“…As a result, it is crucial to examine the problems and concerns surrounding e-learning, particularly in the context of the COVID-19 pandemic, to promote "Quality Education" (13,14). Aside from that, the study will look into the factors that in uence the acquiring of e-learning as a teaching instrument in higher education, which can aid future efforts aimed at implementing e-learning not only during pandemics but also in non-pandemic situations throughout the teaching life and for the bene t of healthcare students and future generations (3,15).…”