| Autor: |
Naeem, Noor-i.-Kiran, Hadie, Siti Nurma Hanim, Ismail, Irwan Mahazir, Ullah, Subhan, Yusoff, Muhamad Saiful Bahri |
| Předmět: |
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| Zdroj: |
Education in Medicine Journal; Jun2024, Vol. 16 Issue 2, p63-83, 21p |
| Abstrakt: |
This mixed method study with sequential explanatory design aimed to explore enablers and disablers of online learning environments in medical education and was conducted from August 2021 to January 2022. A cross-sectional survey was conducted on 64 medical teachers and 66 medical students from Pakistan followed by 2 focus group interviews involving 6 participants from each cohort. The mean online education experience scores for medical students and teachers were 2.188 + 1.361 years and 1.881 + 1.145, respectively. Most participants perceived that online modalities are underutilised. Online video was utilised more by students compared to the teachers (p < 0.05) and quizzes were the most utilised online assessment tools for both groups (p < 0.05). Thematic analysis unearthed 27 enablers and 23 barriers to the online learning environment. "Ease for use" was the most cited enabler for a productive online learning environment by both groups followed by "organisation of learning" among the teachers and "feedback provision" among the students. Among barriers, both students and teachers talked about "feelings of isolation" as the main barrier to learning, followed by "distractions" quoted by students and "lack of academic honesty" quoted by teachers. The identified enablers and barriers of learning in online learning environments provide a practical map for institutions to evaluate their online ecosystems. The results endeavour to contribute to the ongoing efforts of educators, administrators, and policymakers in creating inclusive, and effective online learning environments. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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