Effectiveness Of E-learning Research Articles

New Normal Learning Method Satisfaction Among University Students in the Post-Pandemic Period

E-learning has become the new normal learning method in the post-pandemic period around the globe, including Myanmar. The present study aimed to examine the satisfaction of Myanmar university students with the new normal learning method. The study utilized an inductive quantitative approach, and structural equation modeling (SEM) was employed to analyze the data. Data was collected from 262 Myanmar students who were studying locally and abroad. The results of the study indicated that e-learning trust was more critical than e-learning effectiveness (p < .001), while e-learning system quality was insignificant for e-learning satisfaction. In addition, e-learning trust and effectiveness were mediating variables between e-learning system quality and e-learning satisfaction. This study delivers valuable insights for educators and university facilitators to enhance students' satisfaction with new normal learning methods.

Understanding the Effects of Online Learning Readiness, Motivation, Self-Regulation, and Attitudes Toward E-Learning on Perceived Learning During Distance Education

Understanding the Effects of Online Learning Readiness, Motivation, Self-Regulation, and Attitudes Toward E-Learning on Perceived Learning During Distance Education

The effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic: a quasi-experimental study

BackgroundThe COVID-19 pandemic has created a great challenge for educational systems worldwide. During this time, educational centers have been encouraged to use e-learning programs to protect the population against infection. Online teaching has the greatest effect on the process of teaching-learning for certain topics, including professional behavior and commitment, which has prompted educational systems to use creative strategies for a greater effect on learners. The present study aims to determine the effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic.MethodsThis study was conducted using a quasi-experimental design with a control group. The statistical population comprised second-semester nursing students in a first-rank nursing school in north western Iran. The samples were selected using simple random sampling and were divided into experimental (n = 40) and control (n = 40) groups. In the first stage of teaching, the conventional training method of the COVID-19 pandemic was used in both groups. In the second stage of teaching, an in-person workshop was organized for the control group and an e-learning workshop using educational multimedia for the experimental group. Data were collected by a tool with three parts: Demographic information, the Nursing Dilemma Test (NDT) by Crisham based on the Nurse Principled Thinking, and the Nursing Students Professional Behaviors Scale (NSPBS) designed by Goz. Data were analyzed in SPSS 25 software.ResultsThere was a statistically significant increase in the post-test mean score of professionalism (125.70 ± 6.20 vs. 120.95 ± 9.28) and ethical decision-making (46.17 ± 3.81 vs. 44.02 ± 3.21) in the experimental group compared to the control group (P < 0.05).ConclusionThe learning environment affects learning, and e-learning using educational multimedia has a greater impact than in-person workshops on improved learning outcomes with regard to ethical decision-making and professionalism.

The state of e-learning in radiology colleges during the COVID-19 pandemic and its future prospects

This study evaluates the existing electronic learning (e-learning) infrastructure in Sudanese academic institutions that offer radiology education during the COVID-19 pandemic with the aim of understanding the extent and effectiveness of e-learning. By employing a descriptive cross-sectional survey from April to August 2021, data was gathered from undergraduate and postgraduate students enrolled in both public and private radiology educational institutions across Sudan. The questionnaire, created in Google Forms and distributed via email, WhatsApp, and Facebook, captured insights into the students' experiences and challenges with e-learning. The findings revealed that power outages and poor internet access were significant barriers, affecting 50% and 27% of respondents, respectively. While 33% of participants were satisfied with e-learning as a pedagogical strategy, 29% believed it hindered the achievement of educational goals. Furthermore, 78% of the respondents felt that e-learning was not suited to all medical specializations, although 46.6% supported the idea of integrating e-learning with traditional classroom instruction. Despite the adoption of e-learning due to the pandemic, students exhibited a preference for the conventional classroom setting, primarily due to challenges related to internet accessibility and the availability of the necessary technological resources. Significant infrastructure improvements and strategic planning are required to maximize the benefits of e-learning in resource-constrained countries.

E-Learning in the Post-COVID Era: Undergraduate Students’ Experience in Nigerian Universities

The COVID-19 pandemic has disrupted traditional classroom learning in Nigerian universities and prompted the adoption of e-learning as an alternative means of delivering academic content. This research paper aimed to explore the experience of undergraduate students in Nigerian universities during the post-COVID era, with a specific focus on the effectiveness of e-learning. This study employed a quantitative approach. The study population consisted of 237 undergraduate students from seven selected universities in Nigeria. The data was collected using a structured questionnaire. The findings of this study showed that while e-learning has its advantages, it also presents several challenges to undergraduate students in Nigerian universities. Some of the challenges include poor internet connectivity, lack of access to electronic devices, and insufficient training on how to use e-learning platforms. The study recommends that Nigerian universities and the government should invest in improving internet connectivity and power supply to support e-learning; and institutions should provide consistent and comprehensive technical support to all students, ensuring they have the necessary resources and assistance.

Teachers' Perspectives on the Webex Online Platform for Secondary Education During the COVID-19 Pandemic in Greece

In this study, we examine the impact of Information Systems (IS) on the COVID-19 pandemic, focusing on the utilisation of the "Webex" online platform within the Greek educational system. This assessment aims to evaluate the platform's impact on organisational performance within this industry, particularly focusing on teachers' perspectives. This paper presents original quantitative research exploring how technological advancements have facilitated distance learning driven by the COVID-19 pandemic. The research is important because it highlights the challenges faced by Greece, as shown by the Digital Economy and Society Index (DESI) indicators (1). In 2019, Greece ranked 26th out of 28 Member States, indicating outdated infrastructure and a lack of training among educators. Additionally, the country experienced a "brain drain" as a result of the 2008 Greek financial crisis, leading to skilled educators leaving the country (2). The adoption of distance learning at the secondary education level in Greece presents unique challenges as well as opportunities, according to the research. The novelty of this study is its focus on primary data gathered from secondary school teachers in relation to the country’s technological and other challenges. It provides insights into the real-world application and effectiveness of the Webex platform in an unprecedented situation. The study contributes to new knowledge by providing a detailed understanding of teachers' IT competency, their perceptions of online education, and the state's support (or lack thereof). It also highlights the psychological benefits of online education for students despite the noted challenges in attendance and achieving educational objectives. However, these lessons were not consistent for all students. Based on the statistical analysis, factors such as attendance, challenges perceived by the students, and the achievement of educational objectives were determined to be indicators of the effectiveness of online instructors. Practically, this research highlights the necessity for improved training for teachers to effectively utilise online platforms. It also recommends enhancing IT infrastructure and government support to improve online education. Teachers expressed openness to training seminars and recognised the psychological gains for students, suggesting the potential for continued use of online teaching methods post-pandemic. The wider sociopolitical impact involves informing discussions on the necessity, value, and effectiveness of e-learning, thus guiding future educational policies and practices.

Evaluating the effects of mental health e-learning on the knowledge, attitudes and practices of allied and healthcare professionals in Senegal

BackgroundDespite the widespread prevalence and substantial burden of mental disorders, they remain significantly underdiagnosed and undertreated. In low- and middle-income countries like Senegal, integrating mental health services into primary care represents the most feasible strategy to bridge the treatment gap. This study aimed to assess the effects of a mental health e-learning program on the knowledge, attitudes, and practices of allied and healthcare professionals in Senegal. MethodsAn e-learning platform including 12 interactive modules was used to train 322 allied and healthcare professionals. We evaluated changes in knowledge, attitudes, and practices, as well as in satisfaction with knowledge and in self-assessed ability to diagnose and manage patients, by comparing data collected before and after the e-learning modules. Qualitative feedback on the satisfaction with the various components of the program was also collected via a post-training survey. OutcomesKnowledge, attitudes and practices scores increased significantly for all modules. Additionally, scores related to satisfaction with knowledge and ability to diagnose and manage patients showed significant improvements (+77.0% and +75.0%, respectively), surpassing the gains observed in knowledge, attitudes, and practices scores (+19.2%, +11.1% and +15.0%, respectively). Mean scores regarding participants’ satisfaction with the various elements of the program ranged from 8.1 to 9.1, out of a maximum of 10. ConclusionAlthough only a limited number of participants completed all 12 modules, the mental health e-learning program showed positive results on the knowledge, attitudes, and practices of participants. It also increased their confidence and was perceived as a very positive experience by learners.

Educational Technology and e-Learning

This research investigates the historical development, current patterns, and effects of educational technology and e-learning on student involvement, motivation, and academic performance. Its objective is to pinpoint the obstacles and limitations in implementing these technologies and offer suggestions for their successful integration into educational frameworks. Using a qualitative research methodology, the study encompasses an extensive review of existing literature and case study analysis. Information was gathered from academic sources, educational documents, and official websites, with thematic analysis highlighting key issues and trends. Findings reveal that educational technology and e-learning have greatly transformed education, providing numerous advantages alongside challenges that must be addressed. The study offers valuable insights and practical advice for educators and policymakers, such as investing in infrastructure, improving digital literacy, promoting inclusive practices, adopting student centered teaching methods, and ensuring privacy and security, to enhance educational practices through technology.

E-Learning Design for Older Adults in the United States

As global populations age, there is an urgent need to address the unique learning requirements of older adults in the context of e-learning. This study builds upon prior work to investigate the connections between older adults’ cognitive profiles, learning preferences, and attitudes toward technology in the United States. Through a survey of 203 U.S. adults aged 55 and above, data were collected on participant demographics, learning preferences, and attitudes towards technology. The results reveal a tech-savvy sample that is most comfortable with everyday applications and favors practical, visual learning approaches. Key findings include high levels of internet and smartphone adoption, varying confidence levels across different mobile applications, and strong preferences for step-by-step instructions, examples, and graphics in e-learning modules. This mixed-method study serves as a foundation for future research aimed at increasing the adoption and effectiveness of e-learning among older adults in the U.S. and globally, ultimately contributing to the overall quality of life and support for active-aging initiatives.

Effectiveness of Biology Learning to Improve Digital Literacy and Higher Order Thinking Skills on the Concept of Digestive System

The use of HOTS skill-based e-learning can be used as one of the ways to provide HOTS skills and digital literacy skills. This study aims to determine the effectiveness of HOTS-based e-learning in improving HOTS skills and digital literacy skills of high school students. This study used a quasi-experimental method. The research design used was non-equivalent control group design. The samples in this study were XI Science class students consisting of 38 people determined by purposive sampling technique. This research was conducted on two classes, namely the experimental class (learning using HOTS-based e-learning) and the control class (learning using e-learning not based on HOTS). The results showed that there was a significant difference in the mean between the experimental and control classes on digital literacy and higher order thinking skills. T test on the value of digital literacy skills of HOTS skills shows the number (2-tailed = 0.000 &lt; α (0.05), which means that there is a difference in the effectiveness of using HOTS-based e-learning with e-learning not based on HOTS to improve students' digital literacy skills. Then the results showed that there was a significant difference in the average high-level thinking skills of students between the experimental class and the control class. Showing the T-test number on the value of digital literacy skills shows the number (2-tailed = 0.000) &lt; α (0.05), it means that there is a difference in the effectiveness of using HOTS-based e-learning with ordinary e-learning to improve students' digital literacy skills. The N-Gain score criteria for using HOTS-based e-learning to improve digital literacy skills fall into the medium category (N-gain = 0.56) and the use of HOTS-based e-learning to improve higher order thinking skills in the medium category (N-gain = 0.83).

Undergraduate students’ perspectives on the effectiveness of e-learning during the COVID-19 pandemic

The COVID-19 pandemic highlighted the vulnerability of the educational system to environmental disruptions. This study investigated undergraduate students' perceptions of the effectiveness of e-learning during the pandemic in Nigeria. A sample of 400 randomly selected students participated in the study, using a 32-item structured questionnaire for data collection. Data were analysed using means, standard deviations, and independent samples t-tests. The findings indicated that participants generally had a positive perception of e-learning as a mode of instruction during the COVID-19 lockdown in Nigeria, irrespective of gender. Participants acknowledged both the benefits and challenges of online learning platforms. The results suggest that e-learning has potential among the study participants, and efforts should be made to enhance its development as a complement to traditional face-to-face instruction, improving the learning environment in Nigerian tertiary institutions during emergencies and regular academic sessions.

Capacity-Building Through Digital Approaches: Evaluating the Feasibility and Effectiveness of eLearning to Introduce Subcutaneous DMPA Self-Injection in Senegal and Uganda.

Training health workers is one of the biggest challenges and cost drivers when introducing a new contraceptive method or service delivery innovation. PATH developed a digital training curriculum for family planning providers who are learning to offer subcutaneous DMPA (DMPA-SC), including through self-injection, as an option among a range of contraceptive methods. The DMPA-SC eLearning course for health workers includes 10 lessons with an emphasis on informed choice counseling and training clients to self-inject. In partnership with Ministries of Health in Senegal and Uganda, the course was rolled out in select areas in 2019-2020, including during the COVID-19 pandemic when physical distancing requirements restricted in-person training. We conducted evaluations in both countries to assess the practical application of this digital training approach for contraceptive introduction. The evaluation consisted of a post-training survey, an observational assessment conducted during post-training supportive supervision, and an estimation of training costs.In both countries, a majority (88.6% in Uganda and 64.3% in Senegal) scored above 80% on a DMPA-SC knowledge test following the training. In Senegal, where there was a comparison group of providers trained in person, those providers scored similar on the post-test to eLearners. Providers in both groups and in both countries felt more prepared to administer DMPA-SC or offer self-injection to clients after receiving a supervision visit (93%-98% of eLearners felt very prepared after supervision as compared to 45%-72% prior). The evaluation results suggest that digital approaches offer a number of benefits, can be cost-effective, and are most optimal when blended with in-person training and/or supportive supervision.

Digital learning in nursing education: lessons from the COVID-19 lockdown

BackgroundThe COVID-19 pandemic necessitated a swift transition to e-learning, significantly impacting nursing education due to its reliance on practical, hands-on experiences and the critical role nurses play in healthcare. Nursing students need to achieve high levels of clinical competence through experiences traditionally obtained in clinical settings, which e-learning had to replicate or supplement. Understanding the unique challenges faced by nursing students in e-learning environments is crucial for developing educational strategies that enhance learning outcomes and contribute to improved patient care. This study aimed to explore the experiences of nursing students and newly qualified nurses (as students) with e-learning during the COVID-19 lockdown, focusing on how it influenced their learning and professional development.MethodThis exploratory and descriptive study employed qualitative interviews with 31 participants, including full-time nursing students, part-time nursing students, and newly qualified nurses (as nursing students). Conducted online via Zoom during February and March 2022.ResultsThe findings suggest that integrating small group interactions and employing strategic pedagogical support can enhance e-learning effectiveness. However, barriers such as technological difficulties, psychological challenges, and social isolation were also identified. Understanding these unique opportunities and challenges can help educational institutions optimize e-learning strategies, ensuring nursing students are well-prepared for their crucial roles in healthcare.ConclusionThe rapid shift to e-learning due to the COVID-19 pandemic presented challenges such as technological, psychological and social aspects, but also opportunities to rethink and enhance nursing education delivery. Implementing appropriate pedagogical e-learning strategies, such as scaffolding and small group learning, can better prepare nursing students for their essential roles in healthcare. This study contributes to the body of knowledge on digital education and provides a foundation for future research aimed at optimizing e-learning in nursing education.

Effects of E-learning for Postural Education in Music Students (El-Poems): A Randomized Controlled Trial Among Iranian Adolescents.

Musculoskeletal (MSK) pain represents a major health problem facing music students worldwide. There is some evidence that posture education could be effective in reducing pain and disability among music students. The aim of this study was to assess the effective¬ness of E-learning for posture education in music students (El-Poems) on the presence of MSK pain, MSK pain intensity, as well as postural behavior. This was a matched-pair, two-arm parallel randomized controlled trial. Participants were music students (aged 12-18 yrs), randomized to intervention (n=134) and control (n=133) groups. The education program included four online sessions of the risks of incorrect posture and the necessary skill for correct postural behavior. A numeric rating scale (NRS) and the Nordic body map were used to evaluate the primary outcomes (MSK pain intensity, presence of MSK pain, and location). A secondary outcome (postural behavior) was assessed using the Rapid Entire Body Assessment checklist. Data were collected at two points, baseline and 6-month follow-up. ANOVA and Wilcoxon tests were performed to assess the time x group interaction effect. A total of 267 music students participated this study. Of these, 150 (56.2%) reported at least one symptomatic region over the previous week. A significant reduction was found from baseline to 6-month follow-up in mean scores in the intervention group for MSK pain prevalence (from 55.2% to 43.3%, Z=-2.71, P=0.004, etap2=0.07), MSK pain intensity (from 2.21±2.51 to 1.94±2.47, F263=32.27, P<0.001, etap2 = 0.11), and postural behavior (from 6.99±2.97 to 6.65±2.72, F263=27.35, P<0.001, etap2=0.09). The results demonstrated that the E-learning postural education program was associated with a decrease in the prevalence of MSK pain, a reduction in pain intensity, and improved postural behavior. Iranian Registry of Clinical Trials: reg. no. IRCT20180528039885N2, Nov-09-2021.

The Effectiveness of E-Learning Usage among University Students in the Kingdom of Saudi Arabia

Educational institutions have recently embraced e-learning systems, reflecting a modern trend in education that positively impacts the learning process. However, limited studies have investigated the impact of e-learning on higher education students and teaching staff during the COVID-19 pandemic, such as their experiences, lack of information on teaching and learning, and attitudes. This study, therefore, aims to fill this gap by evaluating the effectiveness of e-learning in university education. Employing a descriptive-analytical method, the study utilized a questionnaire to collect data from a sample of 5,876 students and 272 teachers at Imam Abdulrahman Bin Faisal University in Dammam, Eastern Province, Saudi Arabia. The results indicate that student satisfaction with e-learning is neutral, whereas faculty satisfaction is high. Additionally, faculty members possess the necessary knowledge and skills for e-learning. Given the variation in previous studies’ findings, the study recommends conducting further study to enrich the theoretical literature.

Effectiveness of eLearning for educational advancement in selected universities in Nairobi City County, Kenya: The role of gender-based factors

eLearning has provided a favourable education platform for access to timely, quality, and cost-effective education advancement in Kenyan universities. It has not, however, achieved its expected potential and suffers numerous challenges that affect its full implementation. A notable challenge is its effectiveness in catalysing educational advancement by enhancing transition and completion rates in various academic programs. This study aimed to assess the gender disparities that influence the effectiveness of eLearning in select universities. The indicators for effectiveness were defined as the functionality of the eLearning Management Systems (ELMS), benefits accrued from eLearning, and progression and completion rates in the programs offered under eLearning. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. The questionnaire, key informant interview guide, and content analysis were used as the data collection tools. Data was quantitatively and qualitatively analysed. Analysis of the ELMS found that the instructor’s availability and guidance on inline interaction was the most effective functionality of ELMSs with means of 4.10 and 4.31 for males and females, respectively. The least concern was the provision of technological devices for eLearning, 3.49 and 3.42, for males and females respectively. There was notable gender disparity in information received during course registration, protection of student data, academic progress data, and support by technical staff. The composite means were 3.81 and 4.01 for males and females respectively. Most females (3.92) found that simplification of e-materials was the most important enabler for eLearning whereas males (3.68) stated that eLearning had improved their accessibility to educational advancement. The highest gender disparities influencing eLearning were the cost-effectiveness and availability of e-materials. These factors influenced completion rates which were slightly higher for males than females as previously reported. This study provides data that can be used to formulate gender-responsive policies that promote, enhance, and sustain the effectiveness of eLearning by minimizing gender-based disparities that would otherwise negatively impact educational advancement.

Enhancing E-learning effectiveness: a process mining approach for short-term tutorials

AbstractThe rise of e-learning systems has revolutionized education, enabling the collection of valuable students’ activity data for continuous improvement. While existing studies have predominantly focused on prolonged learning paths, short-term tutorials offer a flexible and efficient alternative that is recently gaining increasing popularity. This article presents a methodology for investigating e-learning systems for short-term tutorials leveraging user behavior tracking and process mining techniques. A case study involving a web-based tutorial with approximately one hour of learning explores the learning processes of 250 students in Italy. The study analyzes learning outcomes and investigates the impact of different learning paths on student progress. The research questions concern i) the extraction of activity flows in short-term tutorials; ii) the prediction of outcomes in the early stages of short-term learning process. The proposed approach provides descriptive insights into the learning process which can also be used to offer prescriptive guidance.

Operationalizing a Weighted Performance Scoring Model for Sustainable e-Learning in Medical Education: Insights from Expert Judgement

Validation is needed for any newly developed model or framework because it requires several real-life applications. The investment made into e-learning in medical education is daunting, as is the expectation for a positive return on investment. The medical education domain requires data-wise implementation of e-learning as the debate continues about the fitness of e-learning in medical education. The domain seldom employs frameworks or models to evaluate students' performance in e-learning contexts. However, when utilized, the Kirkpatrick evaluation model is a common choice. This model has faced significant criticism for its failure to incorporate constructs that assess technology and its influence on learning. This paper aims to assess the efficiency of a model developed to determine the effectiveness of e-learning in medical education, specifically targeting student performance. The model was validated through Delphi-based Expert Judgement Techniques (EJT), and Cronbach's alpha was used to determine the reliability of the proposed model. Simple Correspondence Analysis (SCA) was used to measure if stability is reached among experts. Fourteen experts, professors, senior lecturers, and researchers with an average of 12 years of experience in designing and evaluating students' performance in e-learning in medical education participated in the evaluation of the model based on two rounds of questionnaires developed to operationalize the constructs of the model. During the first round, the model had 64 % agreement from all experts; however, 100% agreement was achieved after the second round, with all statements achieving an average of 52% strong agreement and 48% agreement from all 14 experts; the evaluation dimension had the most substantial agreements, next to the design dimension. The results suggest that the model is valid and may be applied as Key Performance Metrics when designing and evaluating e-learning courses in medical education.

Critical success factors, institutional actions and instructors’ acceptance of e-learning in higher education: a systematic review

PurposeThis study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.Design/methodology/approachThe research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis. FindingsThe systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.Research implicationsThe present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.Originality/valueBased on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. Moreover, the study contributes to existing literature by addressing and consolidating research strands related to critical success factors and instructors' perceptions of e-learning effectiveness in higher education.

Impact of E-Learning and Predictable Practical Learning Expectations During the Covid-19 Pandemic on Dental Graduates

ABSTRACT Background: Dental education is facing hitherto unheard-of difficulties as a result of the COVID-19 epidemic, which calls for quick adaption to remote learning methods. The purpose of this study was to look at how dental graduates were affected by the COVID-19 epidemic and the effects of e-learning and predictable practical learning expectations. Methods: Data from dental college graduates were gathered using a mixed-methods approach that included questionnaires and interviews. While surveys evaluated e-learning’s perceived efficacy, obstacles faced, and levels of satisfaction, interviews offered a deeper look into the opinions and experiences of participants. Findings: Graduates in dentistry expressed great satisfaction and perceived efficacy with e-learning platforms. Nevertheless, difficulties were faced, such as inadequate practical expertise and technological obstacles. Expectations related to practical learning, such as training predictability and availability of clinical resources, markedly declined throughout the epidemic. Conclusion: In summary, the results underscore the intricate relationship among e-learning, realistic learning objectives, and the difficulties encountered by recent dentistry graduates during the COVID-19 epidemic. Assuring thorough dentistry education in the post-pandemic period requires a hybrid strategy that incorporates virtual and practical learning modalities.