Comparative evaluation of COVID-19 pandemic enforced online teaching versus traditional teaching from point of view of medical students
DOI:
https://doi.org/10.18203/2319-2003.ijbcp20205535Keywords:
COVID-19 pandemic, Online teaching methods, Traditional teaching methods, Blended learningAbstract
Background: The current ongoing coronavirus-2019 (COVID-19) pandemic has brought a sea change in education teaching learning system, ways and methodologies. Online teaching has been enforced suddenly for students worldwide. It has become a substitute to traditional teaching. Aware of the fact that the Corona pandemic has changed the way of learning teaching, we want to find out what students think about their real predispositions. This study is to compare and evaluate the opinions, preferences, experiences of undergraduate medical students during continuous online classes since the onset of Pandemic times.
Methods: A sample size of 115 undergraduate medical students of batch 2019 was taken for the study done in Sardar Patel Medical College of Bikaner, Rajasthan, India in October 2020.A questionnaire was prepared using Google forms application and was filled by students online.
Results: Majority of students had a preference and interest for traditional mode of teaching, they agreed on better understanding of concepts and details of topic and grasping more of knowledge through it. But majority of students also agreed that they are getting more time to study now with online teaching.
Conclusions: This study gives an in depth insight into the current ongoing online teaching methodologies and throws light on changing acceptance of students to the current COVID-19 pandemic ways of teaching and on welcoming a better “blended learning” pattern in the upcoming Post COVID-19 new normal times.
References
Sun A, Chen X. Online education and its effective practice: A research review. Journal of Information Technology Education Research. 2016;15:157-90.
Sagheb T. The results of Online teaching: A case study. Information Systems Education Journal. 2009;7(42).
Christner T. Review of Classroom of One: How Online Learning is Changing Schools and Colleges. Library Journal. 2003;128(1):130-1.
Carlson, S. After losing millions, Columbia University will close its online- learning venture. In: The Chronicle of High- er Education. 2003;49(19):A30.
Cheng J. Emergent E-Teaching Model For Traditional Brick-And-Mortar Higher Education Institutions. The IAB- PAD Conference Proceedings, Dallas, Texas. 2008;24-27.
Miller MT, Mei-Yan L. Serving Non-Traditional Students in E-Learning Environments: Building Successful Communities in the Virtual Campus. Educational Media International. 2003;40(1/2):163.
Dabal BD, Rathor RS, Bhargava VK, Ganesh N, Ritesh S, Ankita S. Student’s perceptions and feedback about teaching-learning pharmacology in Nepalgunj medical college of Chisapani, Nepal. Int J Basic Clin Pharmacol. 2017;6(12):2789-93.
Mohan L, Chogtu B, Adiga S, Shenoy S, Bairy K, Kishore A. Undergraduate medical students’ perceptions regarding personal drug selection exercise. Int J Pharm Clin Sci. 2012;1(2):61-7.
Research on the effectiveness of Online Learning. A compilation of research on online Learning, The future of State Universities. 2011.
Eric PB, Lindsay F, Susanna L, Eric ST. Virtual Classrooms: How Online College Courses affect Student success. American Economic Review. 2017;107(9):2855-75.
Gormley GJ, Collins K, Boohan M, Bickle IC, Stevenson M. Is There a Place for e-Learning in Clinical Skills? A Survey of Undergraduate Medical Students’ Experiences and Attitudes. 2009;31(1):6-12.
Students, teachers not happy with Online classes: Survey, The Times Of India. Available at https://timesofindia.indiatimes.com/city/jaipur/students-teachers-not-happy-with-online-classes-survey/articleshow/76414376.cms. Accessed on 20 September 2020.
Survey on online and Distance learning-Results. Available at https://www.schooleducation-gateway.eu/en/pub/viewpoints/surveys/survey-on-online-teaching.htm. Accessed on 20 September, 2020.
Zeljka P, Blazenka k. E Learning: Survey on Student’s opinion Proceedings of the ITI 2007. 29th Int. Conf. on Information Technology Interfaces. 2007.
Bhosale UA, Yegnanarayan R, Yadav GE. Attitude, perception and feedback of second year medical students on teaching learning methodology and evaluation methods in pharmacology: a questionnaire-based study. Niger Med J. 2013;54:33.
Jai K, Abhishek S, Shwetank G, Aakansha G, Priyamvada S, Mirza URB, et al. Students’ current perceptions and feedback on teaching and learning Pharmacology from an evolving medical school. International Archives of Integrated Medicine. 2015;2(7):99-104.
Suddenly online, A national survey of Undergraduates during COVID 19 Pandemic, Everywhere Learner Everywhere, Digital Promise. Available at https://digitalpromise.org/wpcontent/uploads/2020/07/ELE_CoBrand_DP_FINAL_3.pdf. Accessed on 20 September 2020.
Anderson T. Modes of interaction in distance education: Recent developments and research questions. In M. Moore & W. Anderson (Eds.), Handbook of distance education. Mahwah NJ: L. Erlbaum Associates. 2003;129-44.
Gillingham M, Molinari C. Online Courses: Student Preferences Survey. Internet Learning Fall. 2012;1(1):36-45.
Hiltz SR. The virtual classroom: Learning without limits via computer networks, Norwood, NJ. Ablex Publishing Corp. 2004.
Lim, Cher P, Wang, Libing. Selected Case studies on Implementation from Asia-Pacific, Education 2030. In: Blended Learning for Quality Higher Education.
Sagheb-Tehrani M. The Design Process of Expert Systems Development: Some Concerns, Experts Systems. The Journal of Knowledge Engineering. 2006;23(2):116-25.
Post COVID-19 pandemic: Hybrid-work model in the new-normal. Available at https://www.downto-earth.org.in/blog/governance/postCOVID-19-pandemic-hybrid-work-model-in-the-new-normal-73313. Accessed on 20 September 2020.
