Student's perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning.

Autor:	Mudenda S; Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia., Daka V; Department of Public Health, Michael Chilufya Sata School of Medicine, Copperbelt University, Ndola, Zambia., Mufwambi W; Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia., Matafwali SK; Faculty of Infectious and Tropical Diseases, Clinical Research Department, London School of Hygiene and Tropical Medicine, London, UK., Chabalenge B; Department of Medicines Control, Zambia Medicines Regulatory Authority, Lusaka, Zambia., Skosana P; Department of Clinical Pharmacy, School of Pharmacy, Sefako Makgatho Health Sciences University, Pretoria, South Africa., Mfune RL; Department of Public Health, Michael Chilufya Sata School of Medicine, Copperbelt University, Ndola, Zambia., Kasanga M; College of Public Health, Zhengzhou University, Zhengzhou, China., Okonji OC; School of Pharmacy, University of the Western Cape, Cape Town, South Africa., Mayoka G; Department of Pharmacology and Pharmacognosy, School of Pharmacy, Jomo Kenyatta University of Agriculture and Technology, Nairobi, Kenya., Kampamba M; Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia., Hikaambo CN; Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia., Mukosha M; Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia., Kanaan MHG; Department of Agriculture, Technical Institute of Suwaria, Middle Technical University, Baghdad, Iraq., Zikalala-Mabope LA; Department of Pharmacy Practice, School of Pharmacy, Sefako Makgatho Health Sciences University, Pretoria, South Africa., Sinkamba G; Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia., Okoro RN; Faculty of Pharmacy, Department of Clinical Pharmacy and Pharmacy Administration, University of Maiduguri, Nigeria., Chulu M; Department of Pharmacy, School of Health Sciences, Levy Mwanawasa Medical University, Lusaka, Zambia., Godman B; Department of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Pretoria, South Africa.; Department of Pharmacoepidemiology, Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow, UK., Fadare J; Department of Pharmacology and Therapeutics, Ekiti State University College of Medicine, Ado-Ekiti, Nigeria.; Department of Medicine, Ekiti State University Teaching Hospital, Ado-Ekiti, Nigeria.
Jazyk:	angličtina
Zdroj:	SAGE open medicine [SAGE Open Med] 2023 Dec 24; Vol. 11, pp. 20503121231218904. Date of Electronic Publication: 2023 Dec 24 (Print Publication: 2023).
DOI:	10.1177/20503121231218904
Abstrakt:	Objectives: The coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students' perspectives regarding online learning during the COVID-19 pandemic. This study assessed the perspectives, satisfaction and experiences with online and classroom learning among human health students at the University of Zambia. Methods: This cross-sectional study was conducted among 737 students at the University of Zambia from October 2022 to April 2023. Data were analysed using Stata version 16.1. Results: Of the 737 participants, 51.6% were female and 56.5% agreed that blended learning should continue even after the COVID-19 pandemic. However, 78.4% of the students believed that group discussions were more suitable in the classroom than online learning. Most students (67.1%) disagreed that they preferred online learning to classroom learning. Furthermore, 77.6% of the students disagreed that online learning gave more satisfaction than classroom learning. Conclusions: This study found that most students recommended the continuation of blended learning after the pandemic. However, they believed that follow-up tutorials and assessments were better undertaken in physical classrooms than online learning. These findings are important in sensitising stakeholders in the education sector and governments to consider blended learning as a teaching strategy in the future. There is a need to develop and implement curricula that offer blended learning to students as well as ensure the students have the necessary facilities and equipment to support such learning. Competing Interests: The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. (© The Author(s) 2023.)
Databáze:	MEDLINE
Externí odkaz:	Zobrazit plný text záznamu