Distance Learning and Medical Laboratory Education in Malaysia: Lessons from the Global Pandemic

Abstract

The 2019 Coronavirus disease outbreak (CoVID-19) caused a dramatic change in institutions of higher learning where face-to-face learning had to be converted to online distance learning. The aim of this study was to investigate the perspectives and challenges faced by Diploma in Medical Laboratory Technology students towards the implementation of online distance learning during the CoVID-19 pandemic. A cross-sectional descriptive study was utilized. Students were strongly encouraged to fill out the questionnaire which was administered online via Google Form online survey and their participation were voluntary. Quantitative data was analysed using basic distribution of percentages and for the responses to the open-ended question the most common repeated key words were identified and counted. In general, 43.7% of students did not provide certainty whether they really felt satisfied with distance learning activities during the CoVID-19 pandemic. But 53.5% of students disagree and strongly disagree that distance learning gives similar satisfaction as classroom learning. In terms of teaching and learning satisfaction 60.6% of students agreed that lectures were well-organized in relation to each other, while in terms of the effectiveness of e-learning in improving clinical skills, assessment methods, discussion, and video and sound quality got various reactions ranging from strongly agree to strongly disagree. For strength in distance learning, more than 45% of students agreed that they can easily access online materials, participate, and engage in learning sessions wherever they are, record teaching sessions, more self-directed and eager to prepare earlier with learning materials. The major challenges agreed upon by students were weaknesses in terms of interaction among students (60.6%) and also with educators (56.3%), followed by technical problems, lack of self-discipline, lack of focus during online lectures and lack of honesty while conducting assessments. Majority of students indicate that the learning process of lectures (54.9%) and tutorials (53.5%) can be conducted in a blended learning manner. But for practical sessions, 76.5% of students prefer to return to offline class. The results of this study show the best ways to ensure that learning and teaching sessions are not affected even if we must face situations such as other global pandemics in the future. Henceforth, the valuable information gained as a result of this experience can be used to strengthen the curriculum and to maximize learning and teaching.