| Abstrakt: |
A study conducted by researchers at Imam Abdulrahman bin Faisal University in Saudi Arabia explored the factors that affect Saudi medical students' engagement during synchronous and asynchronous eLearning and their impacts on academic achievement. The study involved 1371 medical students from five regions of Saudi Arabia. The findings revealed that the synchronous modality of eLearning was preferred by the students, but various individual, technical, and environmental factors influenced their interaction, performance, and understanding during these sessions. The researchers recommend further research to overcome interaction barriers and enhance student performance and understanding of eLearning. [Extracted from the article] |
