Face Learning Research Articles

Geographic variation in individual face learning based on plasticity rather than local genetic adaptation in Polistes wasps

Abstract Signals and receiver responses often vary across a species’ geographic range. Effective communication requires a match between signal and receiver response, so there is much interest in the developmental mechanisms that maintain this link. Two potential mechanisms are genetic covariance between signal and receiver response and plasticity where individuals adjust their phenotype based on their partner’s phenotype. Here, we test how plasticity contributes to geographic variation in individual face recognition in Polistes fuscatus wasps. Previous work has shown that P. fuscatus from Michigan, USA (MI) have variable facial patterns used for individual recognition, while P. fuscatus from central Pennsylvania, USA (PA) lack variable facial patterns and are unable to learn individual conspecifics. We experimentally altered rearing environment, so wasps were either reared with their own population or in a common garden with wasps from both populations. Then, we tested the wasps’ capacity to learn and remember individual conspecific faces. Consistent with previous work, MI wasps reared with MI wasps were adept at learning conspecific faces, while PA wasps reared with PA wasps were unable to learn conspecific faces. However, MI and PA wasps reared in a common garden developed similar, intermediate capacity for individual face learning. These results indicate that individual face learning in Polistes wasps is highly plastic and responsive to the social environment. Plasticity in receiver responses may be a common mechanism mediating geographic differences in non-sexual signaling systems and may play a role in maintaining links between signals and receiver responses in geographically variable communication systems.

Teacher’s Belief in Online Learning during Pandemic Covid-19: Learner’s Need

The researchers need in evaluating teacher’s belief in teaching EFL learners by online learning during pandemic. Online learning is different from face to face learning so that the researcher interested in doing this research. The aim of the research is about teacher’s belief in doing online learning for EFL learner during pandemic covid-19. The descriptive research was conducted in this research. There were 18 EFL teachers randomly filled the questionnaire distributed in Google form. To collect the data, all teachers were asked to fill the 12 questions of questionnaire. Next, to analyze the data, the researcher made some analysis based on questionnaire about teacher’ belief in online learning. In this research, the result indicated that teacher’s belief about the planning of online learning from analyzing learner’s need. It can be seen from most of the teachers give response “agree and strongly agree” in understanding the aim, operating the online media, in analyzing learner’s need in supporting online learning.

Ensemble coding of facial identity is robust, but may not contribute to face learning

Ensemble coding – the rapid extraction of a perceptual average – has been proposed as a potential mechanism underlying face learning. We tested this proposal across five pre-registered experiments in which four ambient images of an identity were presented in the study phase. In Experiments 1 and 2a-c, participants were asked whether a test image was in the study array; these experiments examined the robustness of ensemble coding. Experiment 1 replicated ensemble coding in an online sample; participants recognize images from the study array and the average of those images. Experiments 2a-c provide evidence that ensemble coding meets several criteria of a possible learning mechanism: It is robust to changes in head orientation (± 60o), survives a short (30s) delay, and persists when images of two identities are interleaved during the study phase. Experiment 3 examined whether ensemble coding is sufficient for face learning (i.e., facilitates recognition of novel images of a target identity). Each study array comprised four ambient images (variability + average), a single image, or an average of four images (average only). Participants were asked whether a novel test image showed the identity from a study array. Performance was best in the four-image condition, with no difference between the single-image and average-only conditions. We conclude that ensemble coding of facial identity is robust but that the perceptual average per se is not sufficient for face learning.

IMPLEMENTATION OF MULTI-BLENDED LEARNING MODEL IN ENGLISH TEACHING AT THE REMOTE AREA SCHOOL IN BURU-MALUKU

Multi-blended learning model was combination of four learning models. They were independent learning model, face to face learning model, small group learning model, and online learning model. This research employed descriptive qualitative method. The research sample consisted of one teacher and 36 students at SMA Negeri 2 Buru, Maluku. The collected data employed observation and interview, and then the data is presented descriptively. The result study was used to explain the challenges faced by teacher and students’ perception in implementation of Multi-Blended Learning Model in English teaching at the remote area school. The challenges faced in independent learning model were low interest and motivation to learn independently, low control and sufficient attention from parents, low support from parents, and low economic level of students’ parents. The second challenges faced in face to face classroom learning model were limited teaching time, large number of students in one class, and different English ability in one class. Several obstacles found in small group learning model were limited teaching time, and large number of students in one class. The obstacles found in online learning model was that some students did not have internet data package, so they could not update information and new materials optimally. Students’ perception that multi-blended learning model was very helpful for students to collaborate and interact among students and teacher. Students became enthusiastic to learn independently and understanding of teacher’s material well through video tutorial available on the teacher’s YouTube content.

Nurses’ and midwives’ perceptions and preferences for lifelong learning

Lifelong learning is essential for personal and professional growth and enables individuals to gain new knowledge and skills that keep them in touch with the advancements in their work and open new career prospects (McGreal & Olcott, 2022). In the healthcare sector, lifelong learning is integral to workforce development. Workforce development is critical to ensure that nurses and midwives maintain knowledge of best practice for improved care outcomes and sustain appropriate levels of skill competence. Recently, the Australia government has implemented a range of initiatives to support the development of short courses and micro-credentials designed to deliver lifelong learning that will upskill the labour market and meet the needs of the healthcare workforce (Varadarajan et al., 2023). An Australian survey of 3,756 workers was undertaken by Deloitte (2020) to explore workforce attitudes toward lifelong learning. This study found that the majority of Health care and social assistance workers were relatively interested in further study (63%). The study also established that the majority of study-interested workers want flexible, bite-sized intensive learning that is linked to their jobs and industry (Deloitte, 2020). However, while lifelong learning is a requirement of nurses’ and midwives’ registration, little is reported on the motivational drivers, enablers and barriers associated with lifelong learning (Oliver, 2019). This Pecha Kucha reports on a study undertaken to better understand the motivational drivers of nurses’ and midwives’ engaging in lifelong learning and the enablers and barriers they face undertaking lifelong learning. An online survey of nurses and midwives was implemented, to glean their perspectives on motivational drivers, enablers and barriers for lifelong learning. Convenience sampling was used to identify participants who were registered nurses and midwives in Australia, Mauritius or Singapore. Participants were recruited by email invitation distributed through professional networks as well as education and industry providers in Australia, Mauritius and Singapore. The findings of this study confirmed that the motivational drivers for lifelong learning across the respondents were personal interest/development (62%), continuing professional development (62%) and career progression (51%). Participants noted their preference for undertaking lifelong learning was via a combination of face to face and online learning (56%). Their pedagogical preferences included interactive resources (56%), written materials (56%) and discussions with other participants (54%). Key enablers to success in lifelong learning was deemed to be flexibility in assessment submission (56%) and easy to use systems (52%). The barriers identified by respondents included work/life balance (52%) workload (49%) and cost (49%). Digital technology in relation to lifelong learning can significantly promote enablers and nullify perceived barriers. Lifelong learning should be designed to maximise engagement at minimal cost to the participant. This can be achieved by providing interactive resources and digital materials that are easy to use, intuitive and can be utilised when convenient to the participant. Online discussions are ideal but these need to be asynchronous to ensure flexibility and support for learner scheduling around work/other life commitments. These findings could be used by educators and learning designers to guide and inform the development of lifelong learning.

INVESTIGATING LEARNERS’ PERCEPTION OF ENGLISH ONLINE LEARNING IN BANYUWANGI SECONDARY SCHOOL

This research aims to discover and describe some of the learners' perceptions of English online learning. This research’s approach or design is qualitative, carried out in two stages. All the eleventh grade high school participants were given an online questionnaire in the first stage. Then in the second stage, several participants were interviewed to clarify the research result. Based on the research result, students had several perceptions about English online learning. The first perception, students stated that the learning environment between English online learning and face to face learning is so different. They also added that the interaction in English online learning did not go well. The third perception, students said that the assignments given during English online learning were so many that they were less than optimal in doing assignments. Lastly, students revealed that when English online learning, they prefer to deliver material using videos and tend not to read the material. In brief, this research discover several students’ perception during their online learning, they are the differentiation of the learning environment, the interaction in English online learning didn’t go well, too many assignments given in online learning makes students less optimal, and students prefer to deliver material using videos.

Learning obstacle of probability learning based on the probabilistic thinking level

This study aims to determine students learning obstacles in probability material based on their probabilistic thinking (PT) level using the theory of didactical situation (TDS) perspective. This is qualitative research with the case study method. The subject consisted of 23 grade 9 students in junior high school who had studied the material and had taken the test. The test results were used to classify students depending on their PT level using the framework developed by Graha A. Jones. Furthermore, interviews were performed with three representative students from each PT level. The interviews indicated that students in each PT level continue to face learning obstacles, which include instrumental ontogenic and epistemological obstacles. The lowest PT level demonstrated a more complex and comprehensive learning obstacle in all constructs of PT. From the TDS perspective, all students who are at various levels of PT have reached an action situation. Only 33% of the students at the subjective level and 83% of the students at the transition level reached the formulation situation. Still, students at that level needed help to reach the other two situations. Unlike the two previous levels, students at the level of quantitative informal thinking can achieve situations of validation and institutionalization.

A112Vital conversations for student podiatrists: a ‘real’ simulated placement

It is recognized that clinical placements are sometimes limited for allied health professionals (AHPs) [1]. This, coupled with the ‘People Plan’ [2], which highlights the need for increasing numbers of AHPs in the workforce, has led to considerations of alternatives to traditional clinical placements. We were approached by a podiatry undergraduate programme to assist with delivering a podiatry simulated placement, for BSc and separately for MSc podiatry students, each for three days, for the academic year 2022/2023. Development of the simulated placement took five weeks; it was collaborative, with input from HEI academics, subject specialists, and simulation-based educationalists. Six scenarios were created which aligned with the HCPC Standards of Proficiency for Podiatrists [3]. These reflected the breadth of experiences students might have experienced in a clinical placement; they focused on communication and behaviours. Actors were involved in playing the roles of simulated colleagues, patients, and relatives, with experienced facilitators setting up a safe, non-threatening, immersive learning environment, covering triggers and time outs in the pre-brief. The following were areas covered: Scope of practice and autonomous practice Professional judgement Culture, equality, diversity and non-discriminatory practice Confidentiality and professionalism Team working Communication skills, face to face and telephone Safe practice environments The learning was underpinned by a communication skills framework enabling students to structure their conversations and behaviours appropriately. Reflection was used post debrief and explored the subsequent day. All scenarios were presented as either forum theatre or fishbowl simulation, with all students being present in the same space as the simulation. Evaluation was positive from both BSc and MSc groups. Students highly rated the structured approach provided by the communication framework stating it helped them converse effectively and build rapport with patients, relatives and colleagues. The inclusion of actors, although daunting for some initially, added hugely to their learning experience. Students commented on how they felt more prepared for real-world situations and how they hadn’t appreciated the breadth and impact of their practice. Simulated placements can offer a safe and controlled environment for podiatry students to develop their skills and engage in vital conversations with patients, relatives and colleagues. Facilitators should adapt to different confidence levels and learning styles of the students and actors fully briefed and in line with these adaptations. These simulated real-life placements are replicable and can help in preparing a workforce fit for purpose. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Satisfaction of Medical Students in Studying Histology Using Virtual and Light Microscopy: A Cross-sectional Study.

Medical education has changed as a result of the COVID-19 pandemic. There has been a shift from face to face learning to virtual classes using online learning platforms such as Canvas. These virtual and online alternative methods to medical education brought up concerns about the preparedness of medical students in studying Histology. This study addresses the student's preference and attitude on the learning of histology using light microscopy vs virtual microscopy. The specific objectives of the study are to determine students' preference, attitudes, and overall satisfaction on the use of light microscopy vs virtual microscopy using a Likert scale. An enhancement program was conducted by the Department of Anatomy, UP College of Medicine from June 13 to June 17, 2022 among first year medical students. The students were exposed to prosected cadavers, models, specimens, histologic glass slides, and electronic images. During the activity, the second and third floor of Calderon Hall was divided into several stations, each with its own learning outcomes.This is a descriptive cross-sectional study. In all the learning stations, both virtual and light microscopy learning modalities were made available to the students. The student was at liberty to select virtual microscopy, light microscopy or both. In one of the stations, allocated to OS 205 (The study of the anatomy and histology of the thorax), students were randomized to one learning modality (light vs virtual microscopy) and made to identify one predetermined structure. Students answered a short questionnaire that allowed them to express their preference for the modality that was assigned. The questionnaire survey included questions on students' preference for either light microscopy (LM) or virtual microscopy (VM), ease of use, and satisfaction. A total of five statements were included in the survey questionnaire. All questions in the survey were scored on a 5-point Likert scale (5: strongly disagree, 4: disagree, 3: neutral, 2: agree, and 1: strongly agree). A comments section was also included in the survey to explore students' experiences of the two learning methods. A total of 160 students participated in the study. Seventy-nine (79) students were randomized to the light microscopy group and 81 one students were randomized to the virtual microscopy group. There were no differences in the demographic characteristics between those randomized to virtual vs light microscopy.There were no differences in the net ratings between those randomised to virtual vs light microscopy in the following domains: 1) ease in looking for structures, 2) ability to identify the structure correctly, 3) method enhancing learning, and 4) overall satisfaction. There was a difference in the net rating between those randomized to virtual vs light microscopy in the domain on quality of the image being easily adjusted (58% vs 97.5%). Medical students who used light microscopes demonstrated a more positive attitude towards its ability to enhance learning and showed greater satisfaction in using this method. Ease in manipulating image quality was better in the light microscopy group. However, the accuracy of identification of histological structures using either platform did not differ. Both virtual and light microscopy are effective learning methods.

Learners’ View of English Language Learning Through Modular Approach - A Phenomenology

This research aimed to explore the views of English language learners of selected Grade six of Tenorio Elementary School, Maguindanao-II Division, who were undergone the modular approach to learning during the COVID-19 Pandemic. The Collaizi’s (1978) seven steps strategy in phenomenological approach was utilized to provide rigorous analysis of data. The purposive sampling technique was used to select the participants relevant to the research study. The researchers’ made semi-structure guided interview questionnaire with in-depth interview to the participants to explicate the research phenomena. Thus, study revealed that, learners experiences of modular learning affected by personal, teacher, subject matter and technological factor were Acclimatization to Modular Learning, Extrinsic Motivation, Health Issue, Lack of Adult’s Guidance or Teacher Supervision, Complexity of Subject Matter, and Quality Content of Module. Consequently, learners experiences as affected by technological factors were Power Outrage, Accessible to Internet, Lack of Mobile Phone. Moreover, learners observed attitude among in ELL through modular approach were, Knowledge of Content of Module, Development of Macro Skills, Views of Importance of ELL, Preference of Face to Face Learning. Constant Reading and Pre-reading, and Utilization of YouTube Video Lessons. Hence, the effects of learner’s attitude towards modular approach were, Learning Through Social Media Platform, Lack of Engagement of Learning and Guessing Only of Answers. Therefore, various studies have examined the effects of attitudes on ELL; however, few have worked on the influence of attitudes on ELL in the course of the Covid-19 pandemic. Synonymous to popular belief that a proper and positive attitude is imperative for achievement in language learning (Gardner, 1985), the study finds out that positive attitude towards modular learning brings positive actions which resulted to positive effects in ELL performance and that a negative attitude brings unlikely effect in ELL performance.

Incidental learning of faces during threat: No evidence for enhanced physiological responses to former threat identities

Remembering an unfamiliar person and the contextual conditions of that encounter is important for adaptive future behavior, especially in a potentially dangerous situation. Initiating defensive behavior in the presence of former dangerous circumstances can be crucial. Recent studies showed selective electrocortical processing of faces that were previously seen in a threat context compared to a safety context, however, this was not reflected in conscious recognition performance. Here, we investigated whether previously seen threat-faces, that could not be remembered, were capable to activate defensive psychophysiological response systems. During an encoding phase, 50 participants with low to moderate levels of anxiety viewed 40 face pictures with neutral expressions (6 s each), without an explicit learning instruction (incidental learning task). Each half of the faces were presented with contextual background colors that signaled either threat-of-shock or safety. In the recognition phase, all old and additional new faces (total of 60) were presented intermixed without context information. Participants had to decide whether a face was new or had been presented previously in a threatening or a safe context. Results show moderate face recognition independent of context conditions. Startle reflex and skin conductance responses (SCR) were more pronounced for threat compared to safety during encoding. For SCR, this differentiation was enhanced with higher levels of depression and anxiety. There were no differential startle reflex or SCR effects during recognition. From a clinical perspective, these findings do not support the notion that perceptual biases and physiological arousal directly relate to threat-associated identity recognition deficits in healthy and clinical participants with anxiety and trauma-related disorders.

Holistic and featural processing’s link to face recognition varies by individual and task

While it is generally accepted that holistic processing facilitates face recognition, recent studies suggest that poor recognition might also arise from imprecise perception of local features in the face. This study aimed to examine to what extent holistic and featural processing relates to individual differences in face recognition ability (FRA), during face learning (Experiment 1) and face recognition (Experiment 2). Participants performed two tasks: (1) The “Cambridge Face Memory Test-Chinese” which measured participants’ FRAs, and (2) an “old/new recognition memory test” encompassing whole faces (preserving holistic and featural processing) and faces revealed through a dynamic aperture (impairing holistic processing but preserving featural processing). Our results showed that participants recognised faces more accurately in conditions when holistic information was preserved, than when it is impaired. We also show that the better use of holistic processing during face learning and face recognition was associated with better FRAs. However, enhanced featural processing during recognition, but not during learning, was related to better FRAs. Together, our findings demonstrate that good face recognition depends on distinct roles played by holistic and featural processing at different stages of face recognition.

The Role of BK Teachers in Overcoming Students with Learning Disability in Schools

This writing uses the literature study method with research from journals and books published between 1986 and 2023 through electronic databases, namely Google Scholar and Google Book. This article focuses on the important role of Guidance and Counseling Teachers (BK) in helping students overcome learning difficulties which is often referred to as learning disability or learning difficulty which refers to a situation where individuals experience difficulties in learning activities. This article aims to provide useful insights for educators especially counseling teachers on how they can improve the learning achievement of students who face learning difficulties so that these students acquire the knowledge and learning skills needed to succeed in the learning process.

Neutral Face Learning and Progressive Fusion Synthesis Network for NIR-VIS Face Recognition

To meet the strong demand for deploying face recognition systems in low-light scenarios, the Near-InfraRed and VISible (NIR-VIS) face recognition task is receiving increasing attention. However, heterogeneous faces have the characteristics of heterogeneity and non-neutrality. Heterogeneity refers to the fact that the matching images are in different modalities, and non-neutrality means that the matching images are significantly different in pose, expression, lighting, etc. Both situations pose challenges for NIR-VIS face matching. To address this problem, we propose a novel Neutral face Learning and Progressive Fusion synthesis (NLPF) network to disentangle the latent attributes of heterogeneous faces and learn neutral face representations. Our approach naturally integrates Identity-related Neutral face Learning (INL) and Attribute Progressive Fusion (APF) into a joint framework. Firstly, INL eliminates modal variations and residual variations by guiding the network to learn homogeneous neutral face feature representations, which tackles the challenge of heterogeneity and non-neutrality by mapping cross-modal images to a common neutral representation subspace. Besides, APF is presented to perform the disentanglement and reintegration of identity-related features, modality-related features and residual features in a progressive fusion manner, which helps to further purify identity-related features. Comprehensive evaluations are carried out on three mainstream NIR-VIS datasets to verify the robustness and effectiveness of the NLPF model. In particular, NLPF has competitive recognition performance on LAMP-HQ, the most challenging NIR-VIS dataset so far.

Assessment of Knowledge and Learning Difficulties in Metamorphism Among Future Teachers

The present research focuses on evaluating the knowledge and learning difficulties in metamorphism among future teachers. To address our issue, we selected a sample from students at the Ecole Normale Supérieure de Marrakech and employed a questionnaire as our investigative tool. The obtained results indicate that students face learning problems in metamorphism. These difficulties arise in understanding certain key concepts of metamorphism, such as metamorphic facies and migmatite. We also observed that students struggle to establish connections between metamorphism and other geological phenomena. These learning difficulties can be attributed to language barriers, didactic transposition, the persistence of certain misconceptions, and the discipline itself, such as problems in comprehending geological space and time. This research could aid university professors in understanding these difficulties and in designing teaching scenarios that would help students better grasp geological concepts.

The The Use of Zoom Meeting for Distance Learning in Teaching English to Accounting Students of Politeknik Sawunggalih Aji Kutoarjo

Abstract To avoid the spread of Covid19 government closes all of the education sectors from primary school to university level and suggests the distance learning by utilizing technology connected to the internet. Zoom Meeting is one of the platforms that can be used by educators to teach their students in distance teaching and learning. This application allows learning activities or discussions like in face to face learning. Thus, the lecturer and students can do their teaching and learning activity like in offline teaching and learning activity. The aim of this research is to describe the condition that occur in distance learning process by using Zoom Cloud Meeting. This is descriptive qualitative method with data collection techniques performed by distributing questionnaire via Google Form and doing interview through Zoom Cloud Meeting to dig more information of respondents’ questionnaire answer. The results showed that students gave positive responses that they felt enjoy in learning by using Zoom Meeting. Meanwhile, the students also faced several challenges in using Zoom Meeting during learning which include internet network and consuming much internet quota. However, Zoom Cloud Meeting application is effective to substitute offline meeting in pandemic situation because it enables discussion like in a real classroom.

Educational Management Strategies for Children with ADHD in Preschool Education

This paper aims to explore the education management strategies for children with ADHD in preschool education. Children with ADHD often face learning and social difficulties in the preschool stage and need specific support and management strategies. Through the literature review, this paper puts forward an education management strategy for children with ADHD from the perspective of family environment, school education and comprehensive intervention to promote their learning and development. This study aims to provide useful references for educators and parents to better meet the needs of children with ADHD.

To remember or not to remember: Neural oscillations and ERPs as predictors of intentional associative fear learning

It is widely accepted that impaired safety learning to a safe stimulus is a pathological feature of anxiety disorders. Safety learning refers to learning that a stimulus is associated with the absence of threat. Cognitive mechanisms that underlie successful threat and safety learning are, however, poorly understood. This study aimed to identify various physiological markers, including neural oscillations and event-related potentials (ERPs) that predict successful threat and safety learning. Therefore, to detect potential differences in these markers, we measured EEG in a fear learning framework combined with a subsequent memory paradigm. Thirty-seven participants were asked to memorize a series of associations between faces and an aversive unconditioned stimulus (US) or its omission. We found a decrease of power in the alpha band in occipital brain regions during learning for both threatening (conditioned stimuli, CS+) and safe faces (control stimuli, CS−) that were subsequently remembered to be associated with a US or not. No effects in theta band were found. In regard to ERPs, a late positive potential (LPP) and a P300 component were larger for remembered than for forgotten CS-US associations. The P300 was also enhanced to remembered US and US omissions, thus replicating previous findings. These results point to the importance of cognitive resource allocation as an underlying mechanism of fear learning and electrophysiological measurements as potential biomarkers for successful threat and safety learning.

Female EFL Pre-service Teacher’s Emotional Geography in Teaching Practicum during Limited Face to Face Learning

The school environment serves as a domain of learning characterized by a diverse range of emotional complexities. The dynamics of affect that emerge within the classroom setting may give rise to heterogeneous interpretations among educators, influenced by the interactions and dynamics of proximity or distance between teachers and students. This research explores the emotional geography dimension of female prospective English language teachers in the context of conducting teaching practices during the period of limited face-to-face instruction. The narrative approach method is adopted with the intention of capturing narrative accounts concerning the affective experiences of female student teachers who are in the process of developing their careers as educators. The subjects of this study are female student teachers pursuing education as prospective educators within a state university institution in Karawang, West Java, Indonesia. The method of semi-structured interviews is implemented as a tool for collecting relevant data. The data that has been successfully collected pertains to the affective experiences of the participants while conducting teaching practices during the period of limited face-to-face instruction. Subsequently, this data is analyzed with reference to the conceptual framework of "Emotional Geography" proposed by Hargreaves (2001). This study reveals the affective experiences of female prospective teachers in the execution of teaching practices within the context of limited face-to-face instructional settings. The experiences undergone by these prospective teachers entail a multitude of emotions encompassing both positive and negative dimensions. Some of the emotions experienced encompass tension, fear, anxiety, surprise, confusion, stress, overwhelm, helplessness, empathy, relaxation, tranquility, happiness, pleasure, and gratitude.

Perception Of E-Learning In Medical Students Of Fatima Jinnah Medical University

Introduction: In the modern era, advancing information technology is leaving an impact on the educational system as well wherein classroom learning is being replaced by e-learning. This type of learning is a part of formal educational system in many institutions around the globe. HEC is emphasizing the implementation of e- learning in formal education, thus perception of students about e learning need to be known. Aims & Objectives: To determine the perception of medical students of FJMU regarding e-learning. All institutions throughout world had to shift to online learning during COVID- 19 pandemic. This new online system is challenging for many students. The current study was planned to know the perception of medical students of FJMU about e- learning. Place and Duration of Study: This was a descriptive cross-sectional study that took place in FJMU, Lahore and duration of study was 2 weeks in August 2021. Material & Methods: The study was conducted on 377 medical students of 1st and 2nd year MBBS. Nonprobability purposive sampling technique was employed. A predesigned and pretested questionnaire was administered to the students in August 2021. Data was analyzed by SPSS 23 and frequency % was calculated for quantitative variables as perceived usefulness, perceived ease of use and e learning stressors were calculated. Results: Mean age of students were 19.4 years, with range of 18-22 years and all were females. Majority (85%) used mobile phones for e-learning. 72.6% of the students preferred face to face learning over e-learning. Major stressors included inadequate IT skills, lack of motivation and poor internet connections. Conclusion: Medical students of FJMU didn’t prefer e- learning over face to face learning.