Challenges Of Online Learning Research Articles

MEDICAL STUDENTS’ PERSPECTIVES ON E-LEARNING DURING THE COVID-19 PANDEMIC IN INDONESIA

Background: Online learning, as one e-learning form, enables interactive learning experiences for students. However, undergraduate students in the medical programme of Cenderawasih University in Papua have been facing various challenges in their engagement with online learning activities during the Covid-19 pandemic. This study examined the perspectives of medical students about their online learning experiences during the university closure due to policy regarding the pandemic situation.Methods: A total of 125 students participated in an online survey using Google Forms, and the data extracted were subject to descriptive analysisResults: The results showed that despite some positive feedback about the online learning management, learning delivery, and motivation received, the students shared their online learning challenges in their interactions with lecturers and peers, their inability to undertake independent self-study, as well as their challenges in group discussions and practicum classes. Other challenges students experienced were difficulties in purchasing internet data and their limited access to learning resources and learning spaces.Conclusion: Taking the socioeconomic and cultural status and contexts of Papua, the most eastern province of Indonesia, this study contributes to the literature on e-learning in medical education in such contexts. Medical faculties in similar settings can also benefit from this study.

Frontlines and Crossroads: The Impact of COVID-19 on the Motivations of Medical Students from Selected Philippine Medical Schools in Pursuing Their Medical Studies

BACKGROUND: The onset of the COVID-19 pandemic made changes to the Philippine medical education system to transfer to an online setting, which meant the loss of practical skills needed for future clinical encounters. Most students consider the desire to serve others as their motivation to pursue medicine, but stated that online learning was more favorable for theoretical lessons and not for practical skills. These students had to cope with lifestyle changes which challenged their resolve, as well as deal with the technology and infrastructure required for online learning. The study aimed to compare the strength and nature of motivations of medical students to pursue their studies before and after the onset of the pandemic, and to propose recommendations to support them through the pandemic and beyond. METHODS: Semi-structured interviews were conducted using a study questionnaire that dealt with determining respondents’ motivations for pursuing a medical degree, the impact of the pandemic and how it may have changed their motivations, and what recommendations they can propose to motivate other medical students. Interview transcripts were then analyzed through a qualitative inductive thematic analysis. Pre-clinical and clinical students (clerks and postgraduate interns) enrolled during SY 2020-2021 from Metro Manila and from among the 3 major Philippine island groups were selected to approximate the distribution of medical schools across the country. A total of 17 eligible participants were selected through purposive sampling of different personal backgrounds. Recruitment and call for participants were coursed through the Association of Philippine Medical Colleges - Student Network as well as through social media. Data from interview transcripts were familiarized and ideas from important recurring patterns shared among respondents’ answers were made into codes, which were subsequently organized into themes both unique and generalizable across student groups. RESULTS: Six major themes arose: 1) Contextualizing the pre-clinical and clinical experiences, 2) Challenges of online learning; 3) Desire for lived experience; 4) Tensions between personal contexts and online learning; 5) Grit driven by a desire to serve; 6) Resilience over adversity and sunk cost. Most pre-clinical students were motivated to pursue medicine by a desire to serve, while clinical students were straightforward about financial reward as motivation. Despite the limitations of online education, lack of social interaction and skills training, medical students had strengthened motivations to continue their studies as the pandemic highlighted the need for physicians, reinforcing their intrinsic desire to serve others. Mental health and financial issues were a concern for some, but these students did not wish to quit so as not to lose momentum with their studies. CONCLUSION: While most medical students interviewed felt more motivated in pursuing their studies during the pandemic, there was a desire and a call for more support in their studies and training. Their personal stories suggested there is room for improvement in certain aspects of local medical education. Addressing their concerns through financial and educational support, and bridging clinical skills with online learning would thus help them create quality healthcare in the pandemic context and beyond.

Navigating Higher Education in Malaysia: Lessons from Pandemic Challenges in Online Learning

Navigating Higher Education in Malaysia: Lessons from Pandemic Challenges in Online Learning

Assessing the Prospects and Challenges of Online Learning in Kenyan Public Universities: A Case Study of Masinde Muliro University of Science and Technology

The increase in the number of internet users, the demand for education, and the widespread use of electronic devices among scholars have created a potential in online learning as an alternative to traditional education. This can be linked proper planning, clear online learning policies and trained personnel to facilitate the online learning process. Recent studies point to the possibility of African public universities adopting online learning more aggressively in the future than ever before. This study therefore outlines the opinions of lecturers, students and the management of Masinde Mulari University of Science and Technology regarding the prospects and challenges of online pedagogical infrastructure and how it affects learning in public universities. The study used a descriptive survey. Data was collected from a sample size of 682 which included students, members of faculty, and technical staff. The sample was selected using a stratified sampling technique. Data was collected using questionnaires and interview schedules. Analysis was done using frequencies, means, standard deviations, and regression analysis. The findings showed that mobile learning is the solution to online learning problems given its accessibility and availability amongst most learners. It also shows that online learning provides customized learning experiences in which learning is student-centered. The results from ordered logistic regression, (Wald = 0.673,) showed that indeed challenges of use of online pedagogical infrastructure affects learning in public universities. This was confirmed by the analysis of interval data using simple linear regression in which the outcome for both faculty and students also were in line with the findings of logistic ordered regression,

Unraveling the Impact and Challenges of Online Learning in Chinese Education

Unraveling the Impact and Challenges of Online Learning in Chinese Education

Navigating Higher Education in Malaysia: Lessons From Pandemic Challenges in Online Learning

Navigating Higher Education in Malaysia: Lessons From Pandemic Challenges in Online Learning

Adventures in Hotel Recreation: Unraveling Students' Experience and Online Learning Challenges

Adventures in Hotel Recreation: Unraveling Students' Experience and Online Learning Challenges

The Effect of Strengths/Opportunities and Weaknesses/Challenges on Online Learning during the COVID -19 Pandemic

This paper researched the effect of strengths, opportunities and weaknesses or challenges on the online learning process during the COVID-19 pandemic. The research approach focuses on curriculum implementation and teaching quality using information technology systems (online teaching platforms). The research included 146 teachers (lower secondary and upper secondary school level), from whose responses we identified the strengths and opportunities as well as the weaknesses and challenges of online learning. While analyzing the data, we tested the construct reliability and noticed that Cronbach’s Alpha turned out to be at an acceptable level. From the paired sample t-test data analysis, it has also been concluded that, in the online learning process, strengths and opportunities are more considerable than weaknesses and challenges. Furthermore, linear regression indicated that the adjusted R-square of this model is 0.353, which signifies that the independent variables, strengths and opportunities and weaknesses or challenges, have an effect of 35.30% on the dependent variables, the curriculum implementation and the teaching quality, when using the information technology systems. As a result, we reached the conclusion that the positive effect of strengths and opportunities is higher than the negative effect of weaknesses or challenges.

Challenges of Online Learning in the Post Covid-19 Era: Lived Experiences of Teachers in Remote Nepal

This study examines Basic Level (6-8) and Secondary Level (9-10) teachers' experiences about online learning and its position after Covid-19 in the remote areas. To fulfil the objectives of the study, the researcher used semi-structured mediated and face-to-face interview with the teachers. The findings of this study showed that online learning in the remote areas is less effective and practical. The teachers were less motivated and higher preferences to face-to-face mode of teaching rather than online learning due to insufficient infrastructure of Information and Communication Technology (ICT), lack of basic knowledge and skill about ICT, unstable and no electricity and internet access. It found less feasible to receive equitable education and found gap between rich and poor students through online learning. Thus, the strategies of online learning seemed reluctant and beyond teachers' hand due to the lack of online learning tools with students, parents' financial condition, parents' guidance and awareness and lack of administration support. Overall, after Covid-19, online learning was found to be unused and uncertain about its progress in the future.

Challenges of Online Learning in New Strategic Trends in the Educational Space

An innovative approach to the study of strategic dynamics is presented, pedagogical conditions are studied that optimize the educational process, and shows the heterogeneity of didactic and educational strategies. In the context of the purpose and objectives of the study, the issues with the implementation of innovative activities in line with new strategic trends are considered. The acmeological-synergetic approach is used as an internal source of the axiological core formation, taking into account psychological and didactic barriers. Characteristic strategies are singled out from the standpoint of the teaching staff and students. In connection with the strategic trends in the online education modernization in the study of mathematics and physics, psychological and pedagogical components are highlighted in the context of acmeology, synergetics, axiology

A STUDY ON CHALLENGES IN ACCEPTABILITY OF ONLINE EXAMINATIONS WITH SPECIAL REFERENCE TO HIGHER EDUCATION

For online learning, the COVID-19 epidemic has created additional difficulties, such as the need for flexibility, self-control, and efficient time management. In this study college students' opinions on the acceptance, application, difficulties, and acceptability of online learning in higher education are investigated. Concerns from students have been expressed regarding the challenges of online learning and finishing assignments. Institutions of higher learning have put policies in place to assist students throughout the pandemic. Although online learning has the potential to enhance academic achievement, further research is necessary to determine how it affects student learning outcomes. The ability of users to adopt online learning depends on how well technology is used to encourage interaction and collaboration between students and instructors. This study looks at the difficulties that college students encounter when learning online, highlighting the value of student stability and resilience as well as studies on adoption obstacles, cloud computing, and technology

Online Learning Challenges and Coping Mechanisms of the Students in a Private Catholic Institution

Online Learning Challenges and Coping Mechanisms of the Students in a Private Catholic Institution

OPPORTUNITIES AND CHALLENGES OF THE ONLINE LEARNING IN WEST SUMATERA: WHAT STUDENTS SAY ABOUT IT?

This research is a survey research to find out the opportunities and challenges of online learning in West Sumatra. A total of 227 students were randomly selected from two universities in West Sumatra as research participants. By conducting in-depth interviews, information was obtained about students' views on online learning in West Sumatra. An unstable internet network is a major problem for students to take online learning. Online learning opportunities in West Sumatra, namely: online learning provides benefits because it is more flexible and can be followed anywhere and anytime, students can carry out learning while entrepreneurship or work, and various educational institutions in West Sumatra with their quality have the potential to be able to keep up with the times by carrying out online learning in a more planned and programmed way. The challenges of implementing online learning in West Sumatra, namely: provincial and local governments need to provide internet services widely and reach all regions in West Sumatra, students need to be educated to be able to become independent learners from an early age, teachers need to design accessible learning content by students and must be by the needs of students, and the government needs to make efforts to provide extensive library services that can be accessed online.

Self-regulation among state university students in an online learning environment

A state university in the Philippines participated in the resumption of limited face-to-face classes after two years of closure due to the COVID-19 pandemic, thereby allowing for online learning. This study assessed the online self-regulated learning strategies of college students using descriptive-correlational research design. Mean, standard deviation, Mann-Whitney U-test, and Kruskal-Walli’s test were used for analyzing data gathered from one hundred sixty-three students. Results show that students had a high level of online self-regulated learning strategies when they were taken as a whole and grouped according to sex and year level, excluding the second-year students whose level was average. Moreover, significant differences did not exist in their online self- regulated learning strategies when grouped according to year level, but a significant difference did in environment structuring when they were grouped according to sex. Overall, the students succeeded in dealing with the challenges of online learning because they employed self-regulated strategies.

Knowledge, Perception and Attitude among Dental Students on the Use of Online Education in a Higher Institution of Learning (HEI)

This study aims to examine and identify the knowledge, perception, and attitude of dental students towards online education in higher institution of learning. Online education is an electronically supported learning that relies on the internet for teacher/student interaction and the distribution of class materials. Assessment of knowledge, perception, attitudes, and readiness of 3rd year to 6th year dental students at Lyceum Northwestern university toward the challenges of online learning in dental education was done through electronic questionnaires. Ethical approval was secure from the UREB of the university. The study found that the dental students who participated had a good understanding of online coursework and were proficient in computer skills. The success of e-learning is largely dependent on technological accessibility and having a stable internet connection. However, respondents expressed reservations about the quality of the learning process compared to traditional face-to-face classroom learning. The respondents felt that a combination of both traditional teaching methods and online tutorials would be more ideal than either method alone.

Using online flipped classroom in problem-based learning medical curriculum: A mixed method study

The coronavirus disease (COVID-19) pandemic has changed the education system, including problem-based learning (PBL), which is the main curriculum model in medical education. Social interaction and acquisition of knowledge and skills are one of the challenges in online learning during a pandemic. This study evaluated the use of the flipped classroom in the PBL curriculum of medical education. This study used mixed-methods design with a concurrent approach. The data collection technique was secondary data collection in the form of data from the block learning evaluation form. The evaluation form contains statements regarding the quality of the learning process, in the form of Likert scales. At the end of the form, there was a fill-in/essay question for more in-depth exploration. The quantitative data were analysed using descriptive univariate analysis, meanwhile, the qualitative data were analysed using thematic analysis techniques. Unbalanced learning load on the block, block learning management, and knowledge retention in block learning were considered lacking in flipped classroom block implementation. The management of time delays, a stage for students to be ready, a step to lessen psychological stress, and the use of media to generate different learning experiences are particular areas that need improvement.

Brief Report: The Impact of COVID-19 on Parental Stress and Learning Challenges for Chinese Children with SpLD.

The pandemic induced a radical shift to online learning with increased parental involvement. This study investigates the challenges that students with specific learning difficulties (SpLD) encountered during the pandemic and the mediating role of parental stress. A total of 294 parents of children with SpLD (mean age = 10.6; SD = 1.5) were recruited. Parents reported concerns over their children's difficulties maintaining learning routines, lack of suitable environment for online classes, and ineffective remote learning. Results of mediation analysis showed that online learning challenges, SpLD symptoms, and emotional and behavioral difficulties positively predicted parental stress. In turn, parental stress negatively predicted children's self-esteem and family quality of life. The study implies that parents of children with SpLD need both psychological and technical support under suspension of face-to-face teaching.

Issues and challenges of online learning at the elementary level of basic education department of Northwestern University

Issues and challenges of online learning at the elementary level of basic education department of Northwestern University

Technological Challenges in Online Learning During Covid-19 Pandemic: A Focus Group Discussion Exploring Nursing Students’ Perspectives

In nursing education, the use of technology can have a significant influence on the online learning process. However, in the Covid-19 pandemic era of nursing education, many challenges in online learning were encountered. Within this context, the present study aimed to explore undergraduate nursing students’ perceptions regarding the technological challenges in online learning during Covid-19 pandemic. A qualitative study was conducted using zoom focus group discussions synchronously with the help of a discussion guide consisting of five open-ended questions. Overall, 34 nursing students were recruited using a maximum variation sampling technique; these students then participated in four focus group discussions. All interviews were recorded, transcribed verbatim, and analyzed for thematic contents using the standard created by Kyngas content analysis framework. A thematic content analysis yielded four core themes: (1) technical issues, (2) technology cost, (3) inexperience in ICT, (4) clinical learning issues. The seven sub-theme emerged: (1) incompatibility technological devices, (2) unstable internet connectivity, (3) purchase adequate technology devices, (4) purchase additional study quota, (5) students’ new experience, (6) faculties’ new experience, (7) inadequate clinical learning platform. Technological challenges were encountered in online learning during Covid-19 pandemic. This represents a significant picture perceived by nursing students. The challenges in online nursing education should be rigorously evaluated to monitor its effectiveness.

Using photovoice to explore Bolivian children's experiences of COVID-19.

Our capacity to facilitate the empowerment of children is dependent on our ability to understand their values and experiences. This study aimed to explore Bolivian children's experiences of COVID-19. This study used a participatory action research method, photovoice, which involved focus groups, individual interviews and the use of cameras by participants to capture their reality and express their ideas through photographs. Ten participants aged 12-15 years were recruited from a school in the municipality of Mecapaca in Bolivia. Thematic analysis was used to identify and report response patterns. Four themes were developed through analysis: (i) sadness and fear of getting sick, (ii) the challenges of online learning, (iii) the tension between traditional knowledge and modern medicine, and (iv) the role of nature and culture in supporting well-being-natural and cultural capital. The narratives and choice of images by the children illustrate some issues and experiences. These findings also highlighted the importance of considering and exploring how children's experiences and interactions with their habitat, nature and their physical environment impacts on their health and well-being.