Perception, attitude, and differences of opinion of Ayurveda students and teachers about virtual classes: A cross-sectional survey

Abstract

Listen

Translate article

Background: The COVID-19 pandemic has brought about a rapid transition in education, with many institutions adopting virtual classes as the primary mode of instruction. This study aims to investigate the perception, attitude, and differences of opinion regarding virtual classes among Ayurveda students and teachers, shedding light on their experiences in adapting to this new educational paradigm. Methodology: This was a cross-sectional survey among Ayurveda students and teachers from various institutions across the country. A structured questionnaire comprising both closed and open-ended questions was designed. A convenience sampling method was utilized to recruit the participants from multiple Ayurvedic institutions. Questions were categorized into sections focusing on perceptions of efficacy, challenges, advantages, and suggestions for the improvement of virtual learning. Statistical analysis included descriptive statistics and inferential tests such as Chi-square for the analysis of qualitative responses. Data was analyzed using the statistical software SPSS (IBM Corp. Released 2015. IBM SPSS Statistics for Windows, Version 23.0. Armonk, NY: IBM Corp) and Microsoft Excel. Results: The survey included responses from 290 Ayurveda students and 98 teachers. The survey revealed notable findings among Ayurveda students and teachers. Many participants expressed initial skepticism about virtual classes but gradually adapted to the new format. 40.82% of students and 38.62% of teachers appreciated the flexibility and convenience of virtual classes, while teachers noted challenges in maintaining student engagement. The study also shows that overall 55.52% of students and 56.13% of teachers did not agree to continue the virtual education. Conclusion: Ayurveda students generally embraced the flexibility offered by online learning, and teachers faced challenges in sustaining student engagement. Addressing these differences in perception and bridging technological gaps is crucial for the continued success of virtual education in Ayurveda. Understanding these variations in perception and attitudes can guide in the development of effective blended learning strategies in Ayurveda education, catering to the needs and concerns of both students and teachers.