COVID‐19 Pandemic and Subsequent Demand for E-Learning: Insights of Students’ Perspective
Suzan S Ibrahim1, Radwa R Hussein2, Yasmine Fouad2 and Doaa Adel-Khattab2*
1Professor at Department of Oral Medicine, Periodontology and Diagnosis, Faculty of Dentistry, Ain Shams University, Cairo, Egypt
2Lecturer at Department of Oral Medicine, Periodontology and Diagnosis, Faculty of Dentistry, Ain Shams University, Cairo, Egypt
*Corresponding Author: Doaa Adel-Khattab, Lecturer at Department of Oral Medicine, Periodontology and Diagnosis, Faculty of Dentistry, Ain Shams University, Cairo, Egypt.
Received: December 16, 2021; Published: January 31, 2022
Introduction: COVID-19 pandemic outbreak has restricted the ability to conduct in‐person learning which affected medical education. One of the most immediate changes introduced has been the broad cancelling of face-to-face and being replaced by E-learning.
Objectives: the purpose of this research is to evaluate undergraduate and postgraduate student educational experience and perception towards implementing online learning and assessment during the COVID-19 pandemic.
Material and Methods: cross-sectional questionnaire-based analysis of the undergraduate and postgraduate student’s perceptions about online teaching and assessment methods in Faculty of Dentistry Ain Shams University consisted of twenty-three questions that assess teaching approaches and communication, the information and communication technologies (ICTs) efficiency in the online learning, online assessment (OLA) regarding its effectiveness, fairness, feasibility and time saving in comparison to paper-based exams.
Results: 768 dental students in Faculty of Dentistry Ain Shams University participated in this survey, divided into 487 undergraduate and 299 postgraduate students. Nearly half of the undergraduate and postgraduate students approved that online teaching improves the learning process, most of the participants undergraduate and postgraduate students agreed that using technology saves teachers and students’ time. Around 80% of undergraduate and postgraduate students agreed that online teaching increase the sense of creativity. Majority of the participants in both undergraduate (76%) and postgraduate students (81%) were satisfied with the motivation of learning regarding online assessment (OLA). The degree of satisfaction with OLA reflection of knowledge was 64.6% in undergraduate and 76.5% in postgraduate students.
Conclusion: Online teaching is an effective approach with a high demand to improve students’ participation, interaction and communication, online assessment is a fair method, time saving and motivates students to learn.
Keywords: E-Learning; Pandemic; ICTs; COVID-19; OLA
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