Factors Influencing the Participation and Engagement of Dental Students in E-Learning During Covid-19 Pandemic
DOI:
https://doi.org/10.37762/jgmds.8-2.165Keywords:
Motivational Barrier, Social Barrier, Technical Barrier, Instructor and Personal Barrier,, Pre-requisite Skill, Kaiser-Meyer-Olkin (KMO)Abstract
OBJECTIVES:
To assess the factors that influences the participation and engagement of dental students in online classes.
METHODOLOGY:
A descriptive cross-sectional study was conducted using a pre-validated questionnaire with 45 barriers items used. The Cronbach Alpha value after removing certain items in our study was calculated to be 0.934, which resulted in 35 barrier items. Recorded data were coded and entered using SPSS version 23.0. Nominal data were presented as frequency and percentage, whereas all numerical data was entered as mean and standard deviation. Factor analysis on questions pertaining to barriers to e-learning was done.
RESULTS:
The underlying construct of the data was identified using principal component factor analysis. The type of rotation used was Varimax. The value of Kaiser-Meyer-Olkin measure for sampling adequacy (MSA) was 0.880. The criteria used for identifying factors were the latent root criteria. A total of six factors were identified. The overall variance explained by these factors was 61.9%. The barriers ranked the highest were those pertaining to motivational problems and time interruptions (2.8667±0.88524). The barriers that were ranked the lowest were those pertaining to instructors and personal problems (2.3894±0.81059).
CONCLUSION:
The biggest barrier was found to be motivational problems in attending online classes. The second-highest ranked barrier was social problems. The third barrier included a lack of support services. Technical barriers were ranked fourth. The barrier that was ranked fifth was a lack of pre-requisite skills. The barriers that were reported to be the least were problems pertaining to the instructor and personal problems.
KEYWORDS: Motivational Barrier, Social Barrier, Technical Barrier, Instructor and Personal Barrier, Pre-requisite Skill, Kaiser-Meyer-Olkin (KMO
Downloads
Metrics
References
O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education–an integrative review. BMC Med Educ. 2018;18(1):130 DOI: https://doi.org/10.1186/s12909-018-1240-0
Sezer B. Faculty of medicine students' attitudes towards electronic learning and their opinion for an example of distance learning application. Comput Hum Behav. 2016;55:932-9 DOI: https://doi.org/10.1016/j.chb.2015.10.018
Aggarwal A, Comyn P, Fonseca P. Discussion: continuing online learning and skills development in times of the COVID-19 crisis
Vitoria L, Mislinawati M, Nurmasyitah N. Students’ perceptions on the implementation of e-learning: helpful or unhelpful. J Phys. 2018;1088 DOI: https://doi.org/10.1088/1742-6596/1088/1/012058
Popovici A, Mironov C. Students’ perception on using e-learning technologies. Procedia-Soc Behav Sci. 2015;180:1514-9 DOI: https://doi.org/10.1016/j.sbspro.2015.02.300
Tularam GA. Traditional vs non-traditional teaching and learning strategies–the case of e-learning. Int J Math Teach Learn. 2018;19(1):129-58
Kwary DA, Fauzie S. Students' achievement and opinions on the implementation of e-learning for phonetics and phonology lectures at Airlangga University. Educ Pesqui. 2018;44:e173240 DOI: https://doi.org/10.1590/s1678-4634201710173240
Maheshwari S, Zheleva B, Rajasekhar V, Batra B. E-teaching in pediatric cardiology: a paradigm shift. Ann Pediatr Cardiol. 2015;8(1):10 DOI: https://doi.org/10.4103/0974-2069.149512
Olum R, Atulinda L, Kigozi E, Nassozi DR, Mulekwa A, Bongomin F, et al. Medical education and e-learning during COVID-19 pandemic: awareness, attitudes, preferences, and barriers among undergraduate medicine and nursing students at Makerere University, Uganda. J Med Educ Curricular Dev. 2020;7:1-9 DOI: https://doi.org/10.1177/2382120520973212
Fawns T. Postdigital education in design and practice. Postdigital Sci Educ. 2019;1(1):132-45 DOI: https://doi.org/10.1007/s42438-018-0021-8
Lakbala P. Barriers in implementing e-learning in Hormozgan University of Medical Sciences. Global J Health Sci. 2016;8(7):83 DOI: https://doi.org/10.5539/gjhs.v8n7p83
Kohan N, Arabshahi KS, Mojtahedzadeh R, Abbaszadeh A, Rakhshani T, Emami A. Self-directed learning barriers in a virtual environment: a qualitative study. J Adv Med Educ Professionalism. 2017;5(3):116
Hoedebecke K, Mahmoud M, Yakubu K, Kendir C, D’Addosio R, Maria B, et al. Collaborative global health e-learning: a massive open online course experience of young family doctors. J Fam Med Primary Care. 2018;7(5):884
Muilenburg LY, Berge ZL. Student barriers to online learning: a factor analytic study. Distance Educ. 2005;26(1):29-48 DOI: https://doi.org/10.1080/01587910500081269
Bughio IA, Abro QM, Rashdi PR. Effective online distance learning in Pakistan and challenges. Int J Manage Sci. 2014;2(6):274-9
Farooq F, Rathore FA, Mansoor SN. Challenges of online medical education in Pakistan during COVID-19 pandemic. J Coll Physicians Surg Pak. 2020;30(6):67-9 DOI: https://doi.org/10.29271/jcpsp.2020.Supp1.S67
Vallée A, Blacher J, Cariou A, Sorbets E. Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. J Med Internet Res. 2020;22(8):e16504 DOI: https://doi.org/10.2196/16504
Abramenka V. Students’ motivations and barriers to online education [thesis on the Internet]. Allendale, Michigan: Grand Valley State University; 2015
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Hira Butt, Nauman Rauf Khan, Ameer Iqbal Iqbal, Dr., Khadija Ahmad Pakistan, Shahid Iqbal, Fiza Tahir
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
