Poor Internet Connectivity Research Articles

In a road of trying times: Unraveling the lived experiences of students in the new normal

The majority of educational systems worldwide have shifted to remote learning as a preventative strategy against the spread of coronavirus disease (COVID-19). This phenomenon is producing a lot of difficulties, as articulated by students in developing nations. Thus, this qualitative study sought to explore and understand the difficulties encountered by college students in Quirino State University in Philippines under the new normal of education. A total of 85 participants were purposely and conveniently selected to participate in an electronic survey through Google Forms. Further, to qualify and clarify responses from the respondents, the researchers conducted phone call interviews. The data were evaluated qualitatively using the NVIVO software. The findings revealed that the student’s difficulties in the new normal can be summed in 10 significant themes, namely: i) Vague module content; ii) Poor internet connectivity; iii) Lack of teacher’s guidance and motivation; iv) Financial problems;v) Stress/psychological pressure; vi) Insufficient learning materials; vii) Overloaded academic activities; viii) Conflict with household chores; ix) Personal factors; and x) Poor and inadequate learning environment. On the other hand, students’ coping strategies had four major themes, namely: i) Managing time wisely; ii) Having self-discipline; iii) Taking time for a break; and iv) Seeking help from others.

Advanced Writing Courses through Online Learning: Thai EFL Learners’ Perception

The study aims at analyzing Thai students’ perception as EFL learners on advanced writing courses taught and learned online. The participants are 100 Nakhon Sawan Rajabhat University students in Year 3 and 4 majoring in English, English Education, and English for Business Communication. The participants have experienced online writing courses in Research Report Writing, Essay Writing, Creative Writing, and Business Writing subject. The data were collected using a survey and an in-depth interview to 20 of the participants. The results show that the challenges that the students face in learning advanced writing courses online outweigh the advantages. The students’ main problem were the difficulty in comprehending the lessons and the teachers’ explanations as well as the feedback. The second challenge were the poor internet connection. They are problems due to the lack of skills and technical devices. The other problem was due to the more workload in having an online advanced writing courses. And finally the last problem is that online classes make the learners feel alienated, disengaged, and demotivated. Besides the problems faced, the learners admitted that learning advanced writing online provides more flexible time in constructing the pieces of writing and they feel less pressured in writing since the teachers do not supervise them in person.

Perception of medical college students towards online learning amid COVID-19 pandemic

Background: The nationwide lockdown restrictions to control the spread of COVID-19 impacted all aspects of life and inevitably, medical education was also affected. All medical colleges were forced to suspend face-to-face teaching and adopt online teaching. This study aimed to assess the perception of undergraduate medical students towards online learning which was adopted amid COVID-19 pandemic and to determine the perceived barriers and merits of online learning. Methods: This cross-sectional study was conducted among undergraduate medical students of a private medical college in Dharwad. A pre-designed and pre-tested proforma (Google Form) was shared via WhatsApp group. Data obtained was analysed using SPSS version 20.0. Results: A total of 201 undergraduate medical students participated in the study of which 51.2% were male and 48.8% female. The mean age of study participants was 20.3±1.02 years. Majority (71.1%) of the students used mobile phones to attend online classes. Majority (82.7%) of the students preferred face-to-face teaching over online teaching. 79% students perceived that online teaching was not as effective as face-to-face teaching and 86.1% were not able to learn clinical skills through online learning. Poor internet connectivity, family distraction, inability to meet friends, lack of co-curricular activities, and difficulty in concentration were barriers to online learning. Conclusions: The present study found that, students had negative perception towards online learning. It is important that medical schools and educators know the barriers and advantages of online learning, and come out with solutions to make online learning more acceptable to the students.

Features of distance learning in medical education - Systematic review

Due to the COVID-19 pandemic, higher educational institutions have moved from the usual mode of study to online learning. Therefore, the purpose of this systematic review was to investigate the effectiveness of distance learning for students and teachers in the context of the COVID-19 pandemic. Data search was carried out in databases – PubMed, Google Scholar using the search strategy “distance learning”, “effectiveness of distance learning”, “online education”, “distance learning in medical education”, “feedback from students and teachers about distance learning”, “distance learning during COVID-19”. The screening study has found 174 records after removing duplicates. The qualitative synthesis included 15 studies. Analysis of the included studies was performed using the Risk of Bias Quality Assessment Tool for Cohort Studies and the Assessment Tool for case series and cross- sectional studies. Quantitative student performance data regarding distance learning is synthesized in 6 scientific publications using (structured questionnaire, FSHM (Fellowship in Secondary Hospital Medicine) program, online questionnaire, distance education perception scale). There were 3 studies which found that modular control of the distance learning has contributed to academic success of students and the effectiveness of exams (69.5%), compared to the paper version (68.81%). The other 3 studies describe the effectiveness of distance learning as a good way to gain theoretical knowledge. The following 5 studies describe students' preferences for distance learning, namely: flexibility of study time, improved quality of education, student motivation for online learning, safety of avoiding contact, and potential impact of infection. Among the shortcomings identified there are technological problems (poor Internet connection), a sense of isolation, increasing training load, technostress. The analysis of teachers’ feedback on the distance learning was performed in 4 studies. 61.1% of teachers are satisfied with online education, but 95.8% of researchers preferred face-to-face classes. According to this review, distance learning demonstrated a better impact on medical students' learning outcomes, ease of monitoring, flexibility of time and place, compared to traditional learning. In the presented results, the influencing factors of the selected studies are described, the positive and negative aspects of each research design are evaluated.

University Students’ Perspectives on Gamification in Vocabulary Learning: A Literature Review

Enriching vocabulary among English as a Second Language (ESL) learners, especially university students; plays a vital role in enhancing their mastery of the English language holistically. Nevertheless, some challenges have been addressed from the vocabulary learning practices in tertiary academic institutions, particularly concerning the de-emphasis of vocabulary learning rather than other language skills, vocabulary learning requires full effort and commitment, and lack of motivation among university students to increase their vocabulary knowledge. Hence, gamification in vocabulary learning has been designated as one of the preferable vocabulary learning strategies used in teaching and learning in this current era. There are several positive and negative perspectives on gamification in vocabulary learning among university students which should be considered to improve the quality of gamified vocabulary learning. This paper aims to review the literature relevant to vocabulary and vocabulary learning strategies, challenges related to vocabulary learning, the use of gamification in vocabulary learning, and university students’ perspectives on gamification in vocabulary learning. From the discussion, it is discovered that university students perceive gamification in vocabulary learning positively in terms of creating an interesting and richer learning environment, promoting healthy competition, and increasing their motivation to learn. However, some of them have difficulties in adapting to gamified vocabulary learning due to poor Internet connection and lack of digital literacy. Hence, this study is significant to highlight the positive and negative perspectives towards gamification in vocabulary learning to strive for a better future of gamified vocabulary learning in universities.

LOCAL GOVERNMENT UNITS’ (LGUs) SERVICES LINK TO GOVERNMENT FINANCIAL INSTITUTIONS’ (GFIs) ONLINE AND CUSTOMER TOUCHPOINTS IN SELECTED MUNICIPALITIES OF FOURTH DISTRICT OF LAGUNA PROVINCE: FOR DIGITAL TRANSFORMATION

This study aimed to compare service quality and challenges faced by Local Government Units (LGUs) linked with Government Financial Institutions (GFIs) and those that are not. One hundred seventy-nine (179) LGU employees from the Fourth District of Laguna Province, were surveyed via purposive sampling. Results showed that out of the 14 municipalities included, five had linked up with LANDBANK, a GFI, while the remaining nine still needed to start linking up with GFIs, representing 64.29% of the total municipalities. The studys results found that the lack of funding for ICT infrastructure, absence of an IT officer, poor internet connectivity, and lack of knowledge in digitalization were significant challenges encountered in implementing e-payment touchpoints. The study also found that the linked LGUs scored significantly higher in the efficiency of services, fiscal benefits, process improvement, and business-friendliness than non-linked LGUs, suggesting that linking up with GFIs positively impacts service quality perceptions. The study provides insights for the GFIs sector and LGUs in improving their e-payment services and overall service quality. KEYWORDS: Government Financial Institutions, Digital Transformation, Local Government Units, Online Touchpoints, Service Quality

Exploring online writing collaboration through Herzberg’s two factor theory: A case study

Writing undoubtedly can be a complex and daunting process. When learners write collaboratively, they get to share ideas and knowledge that can ease the task. The present study intends to explore the perceptions of online collaborative writing and factors that can motivate or demotivate learners to write collaboratively. Thirty undergraduate students participated in this study and responded to a questionnaire which consists of 37 items after completing a collaborative writing task online for 14 weeks. Overall, the respondents had a positive perception towards online collaborative writing and this motivated them to complete the work. Poor internet connection, time management and lack of concentration were the challenges faced which hindered their progress in online collaborative task. The findings of the study yield interesting insights and implications on the teaching and learning of collaborative writing, especially in online settings.

Secondary school students’ school-related stressors during the coronavirus disease (COVID-19) pandemic in Sabah, Malaysia

IntroductionDue to the rapid spread of the COVID-19 pandemic and the disruption of education systems worldwide, secondary schools in Malaysia have shifted to online classes to ensure educational continuity. Therefore, it was necessary to investigate the various effects of the COVID-19 pandemic on secondary school students.MethodsA self-reported survey with closed and open-ended questions was used to collect data involving 1,067 secondary school students from eight schools in Sabah, Malaysia. The participants were mostly male (53.4%), with a mean age of 14.8 (SD = 1.64). The study involved students from various levels/grades, including transition class, forms 1–5, lower six, and upper six.ResultsStudents faced a variety of school-related stressors, including academic failure due to a poor online course; general mental health issues; a poor internet connection; a lack of in-person interaction; a SOP restriction; an inability to focus; too many homework assignments; burnout; becoming lazier; home conditions; and financial difficulties.DiscussionThe implications for classroom practice, policy formulation, and future research are examined.

Precision livestock farming: a qualitative exploration of swine industry stakeholders

IntroductionPrecision livestock farming (PLF) technology development has proliferated recently, but on-farm adoption has lagged. Understanding PLF stakeholders’ views, practical applications, limitations, and concerns are necessary to understand the factors influencing the adoption of PLF technology.MethodsUsing semi-structured online interviews, 12 influential stakeholders’ PLF views and lived experiences were investigated. A phenomenological paradigm was used to generate qualitative data that was analyzed using template analysis.ResultsWe identified two unique groups of stakeholders, namely the PLF enthusiast and PLF cautious groups. The majority of the participants were well aware and had firsthand experience with the PLF technologies that are currently being used in the swine industry.DiscussionWe found that PLF technology was perceived to improve specificity in decision-making, better care for pigs, improve animal health and welfare, increase labor efficiency, and improve resource-use efficiency. Poor internet connectivity and the inability to use PLF data for decision-making due to needing to first complete daily on-farm tasks were considered key obstacles to its implementation. To integrate PLF technology into the existing barn environment, it is necessary to modify farm buildings and infrastructure and management protocols. Stakeholders’ main concerns with PLF technology included data privacy issues and the influence of PLF technology on human-animal relationships and farmers’ duty of care to the animals. In conclusion, stakeholders perceived camera systems for monitoring pig health and welfare and ensuring individual pig identification as a high priority in PLF development going forward.

WhatsApp Messenger as a Supplementary Tool for School Curriculum Knowledge Transfer and Acquisition During COVID-19 Stricter Lockdown: Educators’ Perceptions

The COVID-19 pandemic was unarguably one of the most disastrous events whose detriment to the normalcy of the education and training sectors will never be forgotten. To salvage the academic year, the Department of Basic Education (DBE) encouraged historically disadvantaged schools to explore rotational learning supplemented by mobile learning (with WhatsApp Messenger as schools’ most preferred application). However, in face of the concerns that were raised by the media, educational commentators, student bodies and teacher unions about the lack of public schools’ readiness for mobile learning, this social constructivist oriented qualitative study (which drew on 12 educators’ diverse and convergent views) adopted a Technology Acceptance Model (TAM) as a lens to investigate educators’ perceptions of WhatsApp messenger as a supplementary mode of curriculum knowledge transfer and acquisition during COVID 19 stricter lockdown at three historically disadvantaged schools in South Africa. Participants generally deposited positive feedback regarding the benefit of using it WhatsApp messenger to engender curriculum knowledge transfer and acquisition. They however explicitly also detailed a few negative aspects of this pursuit, primarily on how for socio-economic related reasons, the process was not completely inclusive as some learners could not partake in it. Also, educators admitted that while going beyond the call of duty was necessary during the pandemic, WhatsApp mediated teaching consumed most of their leisure time. According to them, this was compounded by poor internet connectivity due to the country’s power crisis, which in some instances adversely affected the productivity of WhatsApp messenger mediated curriculum knowledge transfer and acquisition processes during COVID-19 stricter lockdown.

Effectiveness of WhatsApp as a Pedagogical Tool in Learning Phrasal Verbs: A Case Study at a Higher Educational Institute in Oman

This study investigates the effectiveness of WhatsApp (WA) in helping students learn phrasal verbs in an English as a Foreign Language context. Using a mixed-method approach, data were collected from 32 Level 4 students of the General Foundation Program at the University of Technology and Applied Sciences, Ibra, Oman. The students were provided with 15 phrasal verbs to be learnt and used in sentences within five weeks through WA. An achievement test was conducted in the fifth week to measure the learning. In addition, a questionnaire survey and an interview were conducted to investigate students’ perceptions regarding the effectiveness of WA in learning and the challenges they faced during the process. The findings showed students’ positive perception regarding WA’s effectiveness as a learning tool. However, certain challenges such as distraction, poor Internet connection, and poor time management were found to hinder their learning process considerably. Overall, the study highlighted the possibility of successful WA integration in foreign language education with strategies to minimize the challenges and maximize the effectiveness.

Problem-Based Learning virtual with a peer tutor in pandemic

To know the experience of first-year medical students at Universidad Austral de Chile regarding virtual Problem-Based learning (PBL) tutorials carried out by peer tutors during the second semester of 2021. Quantitative and qualitative research, transversal, descriptive. The non-probabilistic sample consisted of 45 medical students who participated in virtual PBL tutorials with peer tutors. Data collection through an anonymous and voluntary opinion survey comprised two areas: methodology and role of the tutor, considering open questions related to facilitating and hindering aspects. Quantitative data analysis was performed using descriptive statistics with frequency measurements. The qualitative ones with progressive reduction. Study approved by the Scientific Ethics Committee, Valdivia Health Service. There is a high degree of satisfaction in all three areas. Both in the qualitative and quantitative results, the participants positively value the performance of the peer tutor, highlighting empathy, commitment, trust, facilitation, feedback, and a good learning environment, allowing collaborative learning. Unlike the quantitative, the qualitative is more frequently identified as hindering factors, poor internet connection, excessive curricular load, and lack of knowledge about the methodology by the tutor. Although the preparation of peer tutors for PBL tutorials is essential, it is even more critical in virtual mode since they face challenges such as managing virtual platforms and achieving effective communication that allows learning collaboratively.

Development and Evaluation of Scenario-based E-Simulation for Humanitarian Health Training

Introduction:In response to the global upward trend of humanitarian emergencies, the humanitarian health workforce has grown substantially in the last decades. Still, humanitarian education and training programs are limited in availability, geographical locations, and teaching methods, and are too expensive for local respondents. To address these gaps, an e-learning tool for humanitarian public health has been developed and evaluated.Method:Action research was used to develop the e-Learning tool. Rapid prototyping–a modified analysis, design, development, implementation, and evaluation (ADDIE) model, was used to identify the content and instructional design. This iterative process involved consultations and feedback from public health and disaster medicine instructors and students at different levels and training programs from within and outside CRIMEDIM. Qualitative data were analyzed using thematic analysis. Quantitative data were appropriately summarized. Pre/post-test change in knowledge score was tested with paired t-test.Results:Although different levels of training are needed, targeting health professionals at the entry-level in the humanitarian field is identified as a priority. Scenario-based e-Simulation covers health needs assessment, essential health services, communicable diseases standards, and the health system was developed and evaluated. Trainees were highly satisfied by the clear objectives, the realism of the simulated scenarios, quizzes, and interactivity. In the 1-7 numerical scale, the median for overall experience satisfaction was 6.3 (IQR=5.3-7, N=35). The mean of the post-test score was 7.71, which was significantly higher than the mean of the pre-test score of 5.88. The large effect size of 1.179 indicates the training effectiveness. Poor internet was identified as a potential barrier to delivering the training.Conclusion:This participatory study resulted in the development of effective Scenario-based e-Simulation. Offline mode of training will be adapted for trainees with poor internet connection settings. Successful factors in instructional design will be used to inform the development of advanced training in the field.

Readiness, barriers, and attitude of students towards online medical education amidst COVID-19 pandemic: A study among medical students of Ebonyi State University Abakaliki, Nigeria.

The COVID-19 pandemic caused massive disruption to medical education in Nigeria, necessitating the call for online medical education in the country. This study assessed the readiness, barriers, and attitude of medical students of Ebonyi State University Abakaliki, Nigeria, to online medical education. A cross-sectional study design was employed. All matriculated medical students of the university participated in the study. Information was obtained using a pre-tested, semi-structured questionnaire which was self-administered. Good attitude towards information and communication technology (ICT) based medical education was determined by the proportion of respondents correctly answering 60% of nine variables. Readiness for online classes was determined by the proportion of students who preferred either a combination of physical and online lectures or only online medical education amidst the COVID-19 pandemic. Chi-square test and multivariate analysis using binary logistic regression analysis were used in the study. A p-value of <0.05 determined the level of statistical significance. Four hundred and forty-three students participated in the study (response rate; 73.3%). The mean age of the students was 23.0±3.2 years. The majority of the respondents, 52.4%, were males. The students' most preferred sources for studying before the COVID-19 pandemic included textbooks, 55.1% and lecture notes, 19.0%. The commonly visited websites included Google, 75.2%, WhatsApp, 70.0% and YouTube, 59.1%. Less than half, 41.1%, have a functional laptop. The majority, 96.4%, have a functioning email address, while 33.2% participated in a webinar during the COVID-19 pandemic. Though 59.2% had a good attitude towards online medical education, only 56.0% expressed readiness for online medical education. The major barriers to online medical education included poor internet connectivity, 27.1%, poor e-learning infrastructure, 12.9% and students not having laptops, 8.6%. Predictors of readiness for online medical education included previous participation in a webinar, AOR = 2.1, (95%CI: 1.3-3.2) and having a good attitude towards IT-based medical education, AOR = 3.5, (95%CI: 2.3-5.2). The majority of the students showed readiness for online medical education. Lessons from COVID-19 pandemic necessitate the initiation of online medical education. University authorities should ensure that every enrolled medical student owns or have access to a dedicated laptop through a university-mediated arrangement. Adequate attention should be given to the development of e-learning infrastructure, including steady internet services within the confines of the university.

Facilitators and Barriers to Uptake of the Med Safety Mobile App for Adverse Drug Reaction Reporting by Health Workers in Uganda: A Qualitative Study.

Adverse drug reactions (ADRs) are an important public health challenge worldwide; however, pharmacovigilance systems are plagued by under-reporting. Mobile technologies, including mobile applications such as Med Safety, could strengthen ADR reporting. We explored the acceptability, and factors that could influence uptake of, Med Safety for ADR reporting by health workers in Uganda. The study took place between July and September 2020 in 12 HIV clinics in Uganda and employed a qualitative exploratory research design. We conducted 22 in-depth interviews and 3 mixed-gender focus group discussions (49 participants) with a diverse range of health workers. We analysed the data using a thematic approach. There was goodwill among the health workers to adopt Med Safety for ADR reporting and the majority would recommend the app to other health workers. Training with practice increased acceptability of the app. Uptake of the app was favoured by the younger, technology proficient, health worker demographic; the app's offline and two-way risk communication functionalities; availability of free internet hotspots at some health facilities; goodwill and willingness of health workers to report ADRs; and the cumbersome nature of conventional ADR reporting tools. Potential barriers to the uptake of Med Safety were the perceived lengthy processes of initial app registration and completion of multiple screens during ADR reporting; challenges with health workers' smartphones (incompatibility with application, no space for more applications, low battery charge); high cost of internet data; poor internet connectivity; difficulty in recognising ADRs, language barrier and poor feedback to ADR reporters. There was goodwill among the health workers to adopt Med Safety for ADR reporting and the majority would recommend the app to other health workers. Training with practice increased acceptability of the app and should be integral in all future app roll-out campaigns. The identified facilitators and barriers could be used to appropriately guide future research and implementation to promote the uptake of Med Safety for pharmacovigilance in low- and middle-income countries.

Exploring the impact of covid-19 lockdown on learning among higher education students on the copperbelt province, Zambia

Many educational institutions were closed following COVID-19 lockdown. The closure disrupted the smooth running of teaching in educational institutions. Although the impact was felt across the world, it impacted more in low- and middle-income countries due to poor resources for virtual learning. This study explored the barriers to Learning among Higher Education Students during COVID-19 pandemic. The research study utilized an explorative qualitative study approach. Twenty semi-structured interviews were carried out with higher education students. Data were thematically analyzed using the four phases of data analysis in The Silences Framework (TSF) which included researcher review, Silence dialogue, Collective voices, and Researcher reflection. The study found that poor digital literacy, lack of digital learning resources, poor internet connectivity, lack of opportunities for practical lessons and burden of domestic chores were barriers to learning among higher education students during COVID-19 pandemic lockdown. There is need for higher education institutions to invest in ICT to enhance online lesson delivery in challenging pandemic times like COVID-19.

Characterizing the challenges as correlates of senior high students’ profile in the new normal setting

In the time of the COVID-19 pandemic, a direct shift from face-to-face classes to online learning causes various challenges for students. This article aimed to assess the different challenges of students that they are experiencing during the pandemic and correlates them with their profile. Cross-sectional and primary data from 190 random samples of senior high students were gathered at Visayas State University-Senior High School, Leyte, Philippines. The data concerning students' profiles and challenges were analyzed using mean, standard deviation, coefficient of variation, percentages, and graphs, and Chi-square tests were employed to determine a uniform distribution and association among variables. The results showed that students are "rarely" challenged with a lack of usable gadgets and technology illiteracy. Students are “sometimes” challenged with poor internet connectivity, lack of a conducive place, and poor cognitive thinking. And “often” challenged with extraneous distractions, social expectations, and poor health. The Chi-square revealed that poor health is associated with the student's grade level, gender, and household size. Moreover, the family monthly income of students is correlated to poor internet connectivity, lack of a conducive place, technology illiteracy, and poor health. Plus, gender is significantly related to social expectations. Conclusively, students' poor mental and physical health must be addressed by the teachers by giving them lively, doable, and interesting activities. Teachers also must provide printed modules and tasks so that students may not spend more on gadgets and the internet. Furthermore, teachers must undergo some training in online learning to remedy the challenges, poor health, and well-being of students while learning online.

Contemporary Approaches and Challenges in Education: An Implication in the Use of Mobile Technologies in the New normal

Globally, COVID-19 pandemic which spread worldwide, affecting many aspects of life, does not excepted the educational industry. Hence, teachers are required to prepare for education necessities, decisions, choices, and adaptations to meet student expectations, teacher education requirements, and as well the conditions under which universities and schools operates. The substantive situation thus raises the importance of technology integration in educational system for effective teaching &amp; learning process. Notably before now educational provisions at all levels have been bedevilled with numerous challenges which demands new approaches especially at this post-covid period. It has been envisaged that, the use of mobile technology in this new-normal will go a long way to reduces inherent challenges and improve on the instructional process for students and this is so because the 21st Century students are digital native. The mode anchored on the generic umbrella of Information and Communication Technology (ICT), which is helpful in making the process of teaching &amp; learning more meaningful. It was on this premises that, the paper examined some typologies of mobile technologies devices and their instructional uses, such as: Smart phones, E-book reader, Personal Digital Assistance (PDA) among others. Similarly, challenges associated with their uses were identified and they include: Inadequacy of facilities and resources; Swift switch to online learning; Gap in teachers’ skills &amp; competency in handling collaborative learning; Poor infrastructure; Poor internet connectivity etc. The Paper equally identified measures to improve on the uses of mobile technologies for instructional process. Finally, conclusion and recommendations were highlighted and such recommendations made are: Need for adequate funding of education, Provision of adequate infrastructural facilities, provides induction training to improve on skill &amp; competency gap in teachers and ensure good connectivity &amp; provision of the needed internet sources within the school system

Attitudes and usage of visual-aids in graduate student learning of gross anatomy at Makerere University.

The increasing numbers of students studying human anatomy at Makerere University are beginning to overwhelm available resources, which presents challenges in learning and necessitates an evaluation of alternative ways to enhance anatomy learning.The increasing numbers of students overwhelm resources available and presents challenges in learning. This necessitates an evaluation of alternatives to enhance gross anatomy learning at Makerere University College of Health Sciences. The study aimed to assess the usage of visual aids and generate necessary information to enhance learning. A cross-sectional study employing a concurrent triangulation mixed method design was conducted among 44 graduate students actively participating in cadaveric dissection. Data was collected using self-administered questionnaires and two focus group discussions. Descriptive statistics and thematic analysis were used to summarize data. Most participants were male (77.3%) with a mean age of 31.5 years (SD 3.9, Range, 27-45 years). A majority of graduate students reported using non-traditional methods (online sources) to supplement learning. Students commonly used hard copies of Cunningham Manual of Practical Anatomy (88.6%) supplemented with well-illustrated textbooks (79.5%) and online dissection videos (72.7%). Students expressed most satisfaction with the use of videos and well-illustrated text books in supplementing learning. The availability of these electronic resources was limited by factors such as poor internet connectivity and the need to pay for online licenses and subscription fees. Graduate students in the Department of Anatomy at MakCHS are using non-traditional methods to supplement their learning. However, there are several challenges to accessing digital resources. There is a need to support students with accessing visual aids through integrating newer teaching modalities and modern technology to promote interest and retention of anatomical knowledge.

BENEFITTING STUDENTS WITH KNOWLEDGE-SHARING PRACTICES IN CULTURAL-BASED EDUCATION

The majority of students in higher education find it challenging to understand cultural differences and communicate in English. In reality, students' enthusiasm wanes as a result of distractions like poor internet connections and challenging coursework. Using knowledge-sharing techniques in this situation is a solution to overcoming these challenges. The purpose of this study is to describe how students feel about using knowledge-sharing techniques in an online intercultural communication course. Three English Department students who participated in the research's Knowledge-sharing Practice in Intercultural Communication Learning at a university in Bogor were the main subjects of the study. Students in intercultural communication classes at higher education institutions range in age from 20 to 22 and academic standing. Focus groups discussion, interviews, and other forms of narrative inquiry were used in this qualitative study. This study discovered that implementing knowledge-sharing practices in online learning aids students in removing confusion from Intercultural communication classes, encourages higher education students to voice their opinions, aids higher education students in showing respect for cultural differences, stimulates students to think critically, encourages students to participate in the discussion, and inspires students to study abroad, but it is still challenging for them.