Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines.
Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines.
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DOI：
10.1007/s40670-021-01231-z
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发表时间：
2021-04
影响因子：
1.7
通讯作者：
Reyes JCB
中科院分区：
文献类型：
--
作者：
Baticulon RE;Sy JJ;Alberto NRI;Baron MBC;Mabulay REC;Rizada LGT;Tiu CJS;Clarion CA;Reyes JCB
2020年3月，冠状病毒病2019年(新冠肺炎)大流行迫使菲律宾的医学院停止面对面的学习活动，突然转向在线课程。这项研究旨在从发展中国家医学生的角度确定在线学习的障碍。作者于2020年5月11日至24日向菲律宾的医学生发出了一份电子调查问卷。使用多项选择、李克特量表和开放式问题的组合，获得了以下数据：人口统计数据、医学院信息、获得技术资源的机会、学习习惯、生活条件、在线学习能力和感知障碍的自我评估，以及建议的干预措施。进行描述性统计。学生分组之间的回答使用非参数检验进行了比较。在3670名医学生中，93%拥有智能手机，83%拥有笔记本电脑或台式电脑。为了访问在线资源，79%的人使用后付费互联网订阅，而19%的人使用预付费移动数据。在当时的条件下，只有1505名学生(41%)认为自己在身体和精神上都有能力从事在线学习。障碍分为五类：技术障碍、个人障碍、国内障碍、体制障碍和社区障碍。菲律宾的医学生在努力适应在线学习时，面临着几个相互关联的障碍。最常遇到的问题是难以调整学习方式，不得不在家里履行职责，以及教育者和学习者之间沟通不畅。通过实施以学生为中心的干预措施，医学院和教育工作者在应对新冠肺炎疫情期间及以后的这些挑战方面发挥了重要作用。网上版载有补充材料，可在10.1007/s40670-021-01231-z查阅。
In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple-choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer. To access online resources, 79% had a postpaid internet subscription while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond. The online version contains supplementary material available at 10.1007/s40670-021-01231-z.
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