Online learning for undergraduate health professional education during COVID-19: Jordanian medical students' attitudes and perceptions

Suhaib Muflih, Sawsan Abuhammad, Sayer Al-Azzam, Karem H Alzoubi, Mohammad Muflih, Reema Karasneh, Suhaib Muflih, Sawsan Abuhammad, Sayer Al-Azzam, Karem H Alzoubi, Mohammad Muflih, Reema Karasneh

Abstract

Background: The popularity of online learning has increased tremendously in response to the needs of students amid outbreaks of emerging infectious diseases. Few studies have concentrated on the learner's perspectives involved with the transition from traditional to online learning. The aim of this study was to assess students' attitudes towards online learning as well as the perceived preparedness and barriers.

Methods: A descriptive, cross-sectional, correlational web-based survey design was used to recruit eligible participants from five Jordanian government universities. A Facebook-based campaign and snowball sampling approach were used to recruit potential survey participants.

Results: The results show that 1,210 medical college students decided to take part in this online survey. Students' attitudes and perceived preparedness for online learning were moderate, while perceived barriers were high. This study revealed a connection between students' attitudes toward online learning and their gender, major, living area, college level, and prior experience. The main obstacles to online learning were an unstable Internet connection, a lack of motivation, and a lack of instructions.

Conclusion: The majority of students had mixed feelings about online learning and were largely supportive of conventional classroom learning. Students were pessimistic about their chances of learning professional skills and core competencies online. More research is required to determine whether students are ready and able to make greater use of online education in order to access high-quality learning opportunities.

Keywords: COVID-19; Distance learning; Health professionals; Online learning; Undergraduate students.

Conflict of interest statement

The authors declare no conflict of interest.

© 2021 The Author(s).

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Source: PubMed

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