Online learning during the COVID pandemic lockdown: A cross sectional study among medical students

Background: Considering the spread of the COVID-19 pandemic and increasing the use of virtual education potentialities to continue the education path in universities, educationalists examine different dimensions that influence the process of promoting virtual education. Objectives: This study aimed to investigate the study habits of the students of Zahedan University of Medical Sciences (ZAUMS) during virtual education experience in terms of their gender, faculties, study field, grade point averages (GPAs), native/non-native, academic semester, duration, and interest in virtual education in 2021. Methods: It was a descriptive-analytical, cross-sectional study in which 221 male (43.93%) and 282 female students (56.07%) participated. The data were collected using a questionnaire and analyzed by SPSS 20 software. Results: The independent t-test showed no statistically significant difference in students’ study habits regarding gender (P = 0.151). The ANOVA results also confirmed that there were not any significant differences in students' study habits concerning their faculties (P = 0.411) and study field (P = 0.687). Furthermore, there were significant differences in the scores of participants' study habits regarding lower/higher academic semesters (P = 0.049), virtual education duration (P = 0.025), GPAs (P = 0.039). and interest in virtual education (P = 0.005). However, the independent t-test indicated no significant difference in study habits regarding being native or non-native (in this article, by being native, we mean the students who live and grow up in Zahedan, and by non-native, we mean all other students who have come from other cities around the country, Iran, to fulfill their studies at ZAUMS) (P = 0.61). Conclusions: Considering the importance of study habits on academic performance and, ultimately, the efficiency of students in the future, it is suggested to conduct training courses on practicing the correct study methods and habits to improve the status quo.

Study habits and its effect on learners' performance in online distance learning determined learners? strengths, weaknesses, interests, and ability to learn and engage in meaningful learning. The research sought to investigate the level of study habits with regards to time management, learning environment, note-taking skills, and use of digital devices. A descriptive method using the purposive sampling technique was used in the study to gather the necessary data from the ninety-seven (97) learners in the three (3) public elementary schools in the Santa Cruz District, SDO Laguna. Findings indicated that the level of learners' study habits with regards to time management, learning environment, and use of digital devices is high. Furthermore, their note taking skill was revealed as very high. This shows that learners always practice their note-taking skills and often possess desirable practice in managing their time, have an ideal learning environment, and are accompanied using digital devices. The level of learners? performance as to first quarter and second quarter grades were both interpreted as very satisfactory. This means that the learners? performance is above average. There is a significant effect of study habits in terms of time management to the learners? performance in the first quarter grade, while it posted a not significant effect on the learners' study habits in terms of learning environment note-taking skills and use of digital devices. On the other hand, study habits showed no significant effect at all on learners? performance in the second quarter grade. The study concluded that study habits show a partial significant effect on learners? performance. Therefore, the null hypothesis which stated that " study habits have no significant effect on the learners? performance" was partially rejected since one of the variables affects the learners? performance during their first quarter. The overall result of the test of effect partially rejected the null hypothesis. Moreover, it is recommended that teachers and school administrators should conduct remedial classes or enhancement activities based on learners' needs and interests. Teachers should incorporate simple study habit practices in the lesson to find out the learners? strengths and weaknesses. Parents should reinforce and motivate their children to better develop their study habits. Teachers and school administrators should conduct remedial classes or enhancement activities based on learners? needs and interests. Grades in the 3rd quarter could be requested to show the change in performance based on their study habits. Additional research may be conducted to confirm the findings of this study. Also, to make further investigations into other unknown factors which are not used in this study that can also contribute to the better learning outcomes of the learners.

This research explores the relevance and scientific novelty of conceptual features in the design of effective creative learning environments in the sphere of foreign philology. It emphasizes the often-overlooked extended intermediate phase of learning, proposing an advanced knowledge acquisition stage situated between initial creative learning and domain expertise. The article examines the interactive effects of contextual elements in various creative computer-based and AL learning environments while studying English language and addresses learning deficiencies associated with them. It underscores the importance of aligning learning and instruction with contextual factors. The relevance of this research is determined by its exploration of innovative practices, including technology integration, project-based learning, and AI applications in foreign philology. By addressing deficiencies in advanced knowledge acquisition, the research aims to guide philology and other specialists in adapting to 21st-century challenges in education and fostering inclusive creative and impactful learning environments. The scientific novelty of the research consists in its contribution into the educational field by proposing an advanced knowledge acquisition stage. It explores the dynamic interplay of contextual creative elements in computer-based learning, AI and hybrid educational environments while studying English language for special purposes, addressing learning failures and emphasizing the need for alignment with instructional design. This article aims to explore the structure of creative teaching methods and assessment strategies employed into the studying process of Professional English; to investigate and emphasize the critical relevance and scientific novelty of conceptual features in designing effective learning environments. It explores the often-overlooked extended intermediate phase of creative learning and introduces the concept of an advanced knowledge acquisition stage. The research delves into the interactive effects of contextual elements in various computer-based learning environments and identifies learning deficiencies associated with them. Furthermore, the article upholders for the alignment of learning and instruction with contextual factors. The methodology involves a comprehensive literature review on cognitive differences, contextual elements, and recent innovations in education. The ultimate goal is to contribute valuable insights to guide educational institutions in adapting to the 21st-century landscape and fostering inclusive and impactful creative learning environments. The purpose of this article is to investigate and underscore the critical relevance and scientific novelty of creative of using computer-based learning and Artificial intelligence in educational process, partially in studying Professional English, associated with conceptual features in the design of effective creative learning environments. This research aims to bring attention to the often-neglected extended intermediate phase of creative teaching and learning Professional English and introduce the concept of an advanced knowledge acquisition stage. Through an exploration of the interactive effects of contextual elements in various computer-based and AI creative learning environments, the article identify patterns of learning deficiencies. The methodology involves a comprehensive literature review focusing on cognitive differences, contextual elements, and recent innovations in education. Ultimately, the article provides valuable insights that reflects an experience of adapting to the teaching and learning Professional English in the epoch of AI. The methodology involves a comprehensive review of literature on cognitive differences between novice and expert learners, the interplay of contextual elements in learning environments, and recent innovations in education. The research also incorporates an analysis of patterns of deficiency in advanced knowledge acquisition and explores various strategies for incorporating innovations into university education.

BACKGROUND: The influence of the COVID-19 pandemic is great not only on general health but also on regular learning worldwide. AIM: This study analyzed medical undergraduate students’ feedback about online education at Taif University during the COVID-19 pandemic. METHODS: Five hundred undergraduate medical students from the four medical colleges at Taif University participated in the current study. They were requested to give their feedback about online medical education through an online questionnaire. The questionnaire was prepared and administered to the medical students at different academic levels through Google forms. The current study is a cross-sectional study. RESULTS: The respondents who can ask questions during e-classes were significantly higher than those who had not this opportunity. A significantly higher number of students reported that the shared material was useful. In addition, the study results indicated significantly poor student-teacher interaction during the e-classes. Finally, about 231 of the respondents (46.2%) preferred physical classes over e-classes and 140 of respondents (28%) preferred online classes over physical classes, and the remaining number, 129 (25.8%), mentioned that online and conventional education are both the same. CONCLUSION: Most students said that conventional education is better than online education. The combination of online and formal education can be implemented after the COVID-19 pandemic to satisfy all parties.

This study aimed to identify study habits during the online learning and face to face learning, the dominant learning styles of the students, find out whether there are differences of study habits in online learning and face-to-face learning, the association between learning styles and study habits, and the constraints of EFL students to have good study habits in online learning. The design of the study was embedded mix method research design. The sample of the study was 205 students in Hotel Department in SMKN 4 Denpasar who were chosen randomly. The data were collected by using close-ended and open-ended questionnaires. The result of the study showed that there were differences between study habits in online learning and face-to-face learning. In online learning, students had moderate study habits, while in face-to-face learning they had good study habits. The dominant learning styles were kinaesthetic and there were low associations between learning styles and study habits. The were some constraints to have good study habits from parents, teacher, students and school.

Background & Objective: The COVID-19 pandemic has changed the pattern of medical education. This study aimed to investigate the study habits of students at Arak University of Medical Sciences, Arak, its relationship with academic success, and the related factors. Materials & Methods: This cross-sectional descriptive study was conducted by random sampling method on 340 students of Arak University of Medical Sciences during the COVID-19 pandemic in 2022. The required data for this study were collected through a demographic form and Palsani and Sharma's Study Habits Inventory. Data analysis was conducted in Stata software using independent t-tests, one-way analysis of variance, and Pearson correlation. Results: A total of 229 female and 111 male students participated in this study, and the results showed that the majority of the students (84.19%) had relatively favorable study habits. The mean score of the students' study habits was obtained at 50.70±8.86, and the highest scores were related to the subscales of taking tests and reading ability. A positive correlation was observed between the overall score of study habits and the grade point average (r=0.19, P≤0.001) and the number of siblings (r=0.12, P≤0.001). The score of study habits showed a significant relationship between study hours and English language level (P≤0.001). Conclusion: The status of students' study habits was reported to be relatively favorable and related to academic success. It is recommended to improve the training level of students in virtual education, enhance their English language level, and create more interaction to strengthen motivation to study and learn in the self-learning process.

Background and purpose: Study skills is one important factor influencing academic achievement of students . We must replace ineffective models and habits of study with more fruitful skills in order to gain better learning. This study investigates the study skills and habits of medical students and their educational achievement. Methods: Based on a pilot study the sample size was estimates as 400. Systematic cluster sampling based on medical school registry of students was used. The subjects were medical sciences students of different program. Data gathered with a researcher – made questioner of study skills containing five part including demographic question ; 14 items on planning and time management; 20 on active reading , 8 on concentration and 18 on note taking; and 20 on study habits. Results: The mean score was 163/1±28/2 (range 50-250) for study skill and 25/6±6/86 (range 20-60) for study habits. The mean scores of students for different components of study skills were 16.89±1.7 for planning and time management (Possible of 14-70), 59.1±14.1 for reading comprehension and speed (20-100), 19.8±6.6 for concentration (8-40), and 46.43±13.8 for note taking (18-90).The major defects in students’ study skills were planning and time management followed by concentration and note taking skills. Study skills had a significant correlation with educational achievement (r = 0.101, P 0.05). Although males scored slightly better in study habits and all components of study skills but this superiority was only significant for reading comprehension and speed. Conclusion: Students need to learn study skills early in their university life. results showed weakness in study habits and study skill and deficit in planning and time management ,concentration and note taking skill. We suggest educational course or workshop about university skills for students.

Online learning is using the Internet to provide educational information, resources, and assistance to students, allowing meaningful interaction and supporting knowledge creation. This study used the descriptive-correlational research design to determine the predictors of students’ academic performance in online learning at the College of Education of Misamis University, Ozamiz City. Stratified random sampling was used to get the 124 education students who served as respondents. An adopted instrument in the Factors that Affect Students’ Academic Performance in Online Learning questionnaire from Gopal and Mushtaq (2020) consisting of 28 statements was used as the research instrument. This tool consists of 4 categories: Study Habits, Teacher Skills and Efforts, Accessibility, and Parental Involvement. Results showed that the perceived factors influencing students’ academic performance in online learning regarding study habits, teacher skills and efforts, accessibility, and parental involvement were high. Students have average performance in online learning based on their general weighted average in the first semester of the school year 2021-2022. Study habits and accessibility were significantly correlated with academic performance. The predictors of students’ academic performance in online learning were study habits and accessibility. Students with good study habits and internet connectivity will likely achieve and maintain good grades in their online learning. If internet access is not widely available in rural areas, teachers give extensions to pass requirements without deducting more significant points.

: The Global disease (COVID-19 pandemic) has impacted our lives in various ways. Online teaching is the strange routine for studying platforms to continue with the process of educating students, Online classes have become a key component in the continuity of education.: 1. This study aims to rank the usefulness of online teaching compared to classroom conventional teaching 2. Socioeconomic parameters related to online teaching in a medical college: The study is a cross-sectional study done on medical students. A questionnaire was prepared listing the various ways in which they discern online teaching trying to cope up during the pandemic.: After the institutional Ethics committee clearance, online cross-sectional study was done on the medical students where from the 2 and 3 year. This online survey was done between 10May 2021- 10 June 2021, A total number of 211 students participated out of 250, after completion of 18 months of online classes. A Set of 15 self -designed questionnaire based on 5 point Likert scale was given to the students to rank the effectiveness through online class usefulness levels and satisfaction levels on various parameters. Students were also asked about the demographic factors. The data was analyzed using software SPSS software The study results shows that online classes is less helpful in five parameters and equally helpful in five parameters but was not at all superior to conventional methods, we can come to the interpretation that students think that classroom teaching cannot be replaced by online teaching. We can conclude that online studies can only be a supplement and cannot be an alternate for the established order of learning

The first reports of Web-based medical education appear in 1992, building on 30 years of computer-assisted instruction. Proponents claimed computer-assisted instruction is superior to text-based, lecture, and traditional educational methods for reasons that include control by the learner over content, time, and place of learning; enhancement of learning, reasoning, and efficiency; and cost savings. Many studies that reported advantages contained methodologic flaws and reported advantages unrelated to computer-specific features. Web-based learning (WBL) represents a further evolution of computer-assisted instruction. Technical advantages of WBL include universal accessibility, ease in updating content, and hyperlink functions that permit cross-referencing to other resources. These technical advances, specifically hyperlink and searching capabilities, fit the constructivist learning theory, where learners search out and create their own knowledge bases. However, as was evident with computer-assisted instruction, potential advantages may not translate into significant improvements in educational outcomes. With the widespread adoption of WBL, it is critical that medical educators have evidence regarding its performance as a learning medium. This paper reviews the medical, dental, and nursing WBL evaluation literature to: (1) identify which facets of WBL have been evaluated, (2) describe the evaluation strategies used, (3) synthesize the findings, and (4) discuss educational implications and future research directions.

Background: The purpose of this study was to assess the mental health status of medical students engaged in online learning at home during the pandemic, and explore the potential risk factors of mental health.Methods: A cross-sectional study was conducted via an online survey among 5,100 medical students from Wannan Medical College in China. The Depression, Anxiety and Stress scale (DASS-21) was used to measure self-reported symptoms of depression, anxiety, and stress among medical students during online learning in the pandemic.Results: In total, 4,115 participants were included in the study. The prevalence symptoms of depression, anxiety, and stress were 31.9, 32.9, and 14.6%, respectively. Depression was associated with gender, grade, length of schooling, relationship with father, students' daily online learning time, and students' satisfaction with online learning effects. Anxiety was associated with gender, length of schooling, relationship with father, relationship between parents, students' daily online learning time, and students' satisfaction with online learning effects. Stress was associated with grade, relationship with father, relationship between parents, students' daily online learning time, and students' satisfaction with online learning effects.Conclusions: Nearly one-third of medical students survived with varying degrees of depression, anxiety, and stress symptoms during online learning of the COVID-19 pandemic. Gender, grade, length of schooling, family environment, and online learning environment play vital roles in medical students' mental health. Families and schools should provide targeted psychological counseling to high-risk students (male, second-year and third-year, four-year program). The findings of this study can provide reference for educators to cope with the psychological problems and formulate the mental health curriculum construction among medical students during online learning.

Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning

In a country where knowledge drives success and diplomas shape futures, study habits serve as the foundation of academic achievement, helping learners develop discipline, focus, and effective learning strategies essential for academic excellence. This research sought to evaluate the study habits and academic performance of Grade 6 students in the Initao South District, Misamis Oriental, during the 2022-2023 school year. Specifically, this study aimed to evaluate the respondents' study habits, assess their academic performance during the First and Second Grading Periods, and investigate the significant correlation between study habits and academic achievement. It employed a descriptive-correlational research design and a stratified sampling technique. Data were collected using a modified questionnaire focusing on five components: learning environment, reading and note-taking, time management, concentration, and exam preparation. The data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, while Pearson's Correlation was utilized to examine the relationship between study habits and academic performance. The results revealed that learners exhibited good study habits during modular distance learning, with academic performance rated as very satisfactory. Furthermore, study habits significantly influenced academic performance. It can be concluded that the learning environment plays a crucial role in shaping how learners interact with and support one another in the educational setting. The study recommends implementing training programs, workshops, and monitoring initiatives to enhance students' study habits further, ensuring continuous academic growth and long-term success.

The study aims to predict the level of emotional intelligence, study habits, and their significant influence on the online learning motivation of students in Filipino. Analysis was conducted on data collected from 251 STEM students in selected public Senior High Schools who still opted for online learning as delivery of instruction. The study used a quantitative research design and applied a descriptive-correlational technique. Meanwhile, the adopted survey questionnaire was validated and used to gather the data needed for the study. Results revealed through weighted mean that the level of emotional intelligence, study habits, and online learning motivation of students in Filipino were high. With the help of regression analysis, results proved that there was a significant relationship among variables. Thus, the study also showed that learners with high levels of emotional intelligence and study habits significantly influenced their motivation to learn in an online environment, which results in academic success. These findings indicate that a strong foundation in emotion and systematic study habits in learning plays a vital role in sustaining motivation and acquiring knowledge online. Therefore, students will be more engaged in an online learning environment and will be encouraged to learn intrinsically when their emotional intelligence and study habits are well-established. School management, teachers, and institutions can use these findings to understand, support, and make interventions for the development of motivation in the modern way of learning in the online world.

The study habits of students are the most important factors that influence the performance of students. Poor study habits are considered one of the main causes of students’ academic failure and can have an important impact on their education and their occupational prospect. Currently, no time bound and elaborative research is found to identify the study habits of undergraduate medical students in Bangladesh. This descriptive-type of cross-sectional study was conducted in different medical colleges with the objective to find out the study habits of undergraduate medical students of Bangladesh. It also aimed to find out if there is any difference in study habits between the students with high, average and below-average grade achievers in professional examinations. Data were collected from 586 conveniently selected students from 10 government and 9 private medical colleges of Bangladesh within the period of one year. A pretested semi-structured, self-administered questionnaire was used for data collection. Study habits were assessed in seven domains namely textbook reading, note-taking, memorizing lessons, paying concentration, exam /test preparation, time management, and classroom-related activities. With regards to study habits, it was revealed that undergraduate medical students have an average study habit score in textbook reading (3.54±1.14), note taking (3.33±1.17), memorizing lessons (3.35±1.17), preparation for the test (3.53±1.18), time management (3.40±1.18) and classroom related activities (3.22±1.2) domains. There is a significant difference in study habit score of high grades and below-average grade achievers in professional examinations. This average score of study habits was below our expectations. This study recommended that teachers should make an effort to develop or improve the study habits of medical students by acquainting them with good and poor/ bad study habits. So that students can identify their poor study habits and can take the appropriate remedial measure. Teachers can guide weak students to develop effective study habits so that students’ learning can be enhanced. Bangladesh Journal of Medical Education Vol.14(2) July 2023: 45-55