Tin Moe Nwe, Mary Tang Ing Yien, Izzah Qashrina bt Mahiden, Timothy Imban anak Jowel, Aamir Hamzah Bin Juma’adee, Khin Than Yee, Marina Kapitonova, Soe Lwin, Swe Swe Latt
Tin Moe Nwe1, Mary Tang Ing Yien2, Izzah Qashrina bt Mahiden2, Timothy Imban anak Jowel2, Aamir Hamzah Bin Juma’adee2, Khin Than Yee3, Marina Kapitonova1, Soe Lwin4, Swe Swe Latt5
1Department of Basic Medical Sciences, Faculty of Medicine and Health Sciences, UNIMAS.
2Faculty of Medicine and Health Sciences, UNIMAS.
3Department of Paraclinical Sciences, Faculty of Medicine and Health Sciences, UNIMAS.
4Department of Obstetrics and Gynaecology, Faculty of Medicine and Health Sciences, UNIMAS.
5Unit of Community Medicine, AIMST University, Faculty of Medicine, Kedah.
Volume - 15,
Issue - 3,
Year - 2022
Introduction: The entire world is having a crisis on the attitudes and challenges faced by people in the e-learning areas. Online learning or e-learning carries the definition of having the education through an online basis. It is realized that online learning establishes various kinds of conceptions and barriers in achieving academic goals. Purpose: This study aims to assess the attitudes and challenges faced by the UNIMAS pre-clinical medical students concerning their academic achievements based on online medical education using e-learning systems. Methodology: In this study, the attitudes of students regarding the challenges faced by respondents and their experience during e-learning are measured. In the online survey conducted among pre-clinical medical students, the sample population was selected through convenience sampling technique taken from Year 1 and 2 medical students of UNIMAS, the data collected concerning their opinion about the experience during e-learning and the challenges faced by them. The sample data collected were statistically analysed using the T-test and Chi-Square test. Results: The results showed few significant correlations of some attitudes towards online learning and the challenges with regard to various socio-demographic factors. The results suggest that some socio-demographic factors affect the attitudes and challenges faced directly or indirectly. Most of the UNIMAS pre-clinical medical students showed a neutral attitude towards online learning while facing moderate challenges in this matter. There was no significant association between the majority variables of the socio-demographic with the respondents' attitudes except for the internet connectivity. Ethnicity and internet connectivity showed a true relationship with the challenges faced by the respondents during online learning. Conclusion: The study concludes no evidence of significant negativity among the students' attitudes with regard to their demographic background and internet connectivity. Although there were students who had faced difficulties with regard to online learning. The study suggests that online learning should have facilitated approaches in achieving total learning activities of students around the world, preparation of competent technical personnel, funding of facilitation, and collaboration between universities, specifically in developing countries.
Cite this article:
Tin Moe Nwe, Mary Tang Ing Yien, Izzah Qashrina bt Mahiden, Timothy Imban anak Jowel, Aamir Hamzah Bin Juma’adee, Khin Than Yee, Marina Kapitonova, Soe Lwin, Swe Swe Latt. Attitude of UNIMAS Pre-Clinical Medical Students towards Online Learning and the Challenges Faced by Them. Research Journal of Pharmacy and Technology. 2022; 15(3):1273-1. doi: 10.52711/0974-360X.2022.00213
Tin Moe Nwe, Mary Tang Ing Yien, Izzah Qashrina bt Mahiden, Timothy Imban anak Jowel, Aamir Hamzah Bin Juma’adee, Khin Than Yee, Marina Kapitonova, Soe Lwin, Swe Swe Latt. Attitude of UNIMAS Pre-Clinical Medical Students towards Online Learning and the Challenges Faced by Them. Research Journal of Pharmacy and Technology. 2022; 15(3):1273-1. doi: 10.52711/0974-360X.2022.00213 Available on: https://www.rjptonline.org/AbstractView.aspx?PID=2022-15-3-56
1. McLoughlin C. Culturally inclusive learning on the web. InTeaching and Learning Forum 1999 Feb (Vol. 99).
2. Teles L. Modelos instruccionales para la Educación a Distancia por el Correo Electrónico. México: CREAD-ITESM. 1993.
3. Hung ML, Chou C, Chen CH, Own ZY. Learner readiness for online learning: Scale development and student perceptions. Computers and Education. 2010 Nov 1; 55(3):1080-90.
4. Mohamed Abd El-Hamed Diab G, Fouad Elgahsh N. E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It. American Journal of Nursing Science. 2020; 9(4):300.
5. Taat MS, Francis A. Factors Influencing the Students' Acceptance of E-Learning at Teacher Education Institute: An Exploratory Study in Malaysia. International Journal of Higher Education. 2020; 9(1):133-41.
6. Azlan CA, Wong JH, Tan LK, Huri MS, Ung NM, Pallath V, Tan CP, Yeong CH, Ng KH. Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic–A case study from Malaysia. Physic Medical. 2020 Dec 1; 80:10-6.
7. Vitoria L, Mislinawati M, Nurmasyitah N. Students’ perceptions on the implementation of e-learning: Helpful or unhelpful. In Journal of Physics: Conference Series 2018 Sep 1 (Vol. 1088, No. 1, p. 012058). IOP Publishing.
8. Ullah O, Khan W, Khan A. Students’ attitude towards online learning at tertiary level. PUTAJ–Humanities and Social Sciences. 2017 Nov; 25(1-2):63-82.
9. Abou El-Seoud MS, Taj-Eddin IA, Seddiek N, El-Khouly MM, Nosseir A. E-learning and students' motivation: A research study on the effect of e-learning on higher education. International journal of emerging technologies in learning (iJET). 2014 Jun 14; 9(4):20-6.
10. Al-Rahmi WM, Othman MS, Yusuf LM. The effectiveness of using e-learning in Malaysian higher education: A case study Universiti Teknologi Malaysia. Mediterranean Journal of Social Sciences. 2015 Sep 4; 6(5):625-.37
11. Abbasi S, Ayoob T, Malik A, Memon SI. Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pakistan journal of medical sciences. 2020 May;36(COVID19-S4):S57.
12. Tarus JK, Gichoya D, Muumbo A. Challenges of implementing e-learning in Kenya: A case of Kenyan public universities. International review of research in open and distributed learning. 2015;16(1):120-41.
13. Al-Fadhli S. Students' Perceptions of E-learning in Arab Society: Kuwait University as a case study. E-Learning and Digital media. 2008 Dec;5(4):418-28.
14. Chance B. At Guelph Volume 50 Number 11 to Number 19, 2006.
15. Aldowah H, Ghazal S, Muniandy B. Issues and challenges of using e-learning in a Yemeni Public University. Indian Journal of Science and Technology. 2015 Nov 14;8(32):1-9.
16. Aboagye E, Yawson JA, Appiah KN. COVID-19 and E-learning: The challenges of students in tertiary institutions. Social Education Research. 2021:1-8.
17. Yu Z. The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education. 2021 Dec;18(1):1-7.
18. .Edwards FR. The relationship between college student attitudes towards online learning based on reading self-efficacy, ethnicity, and age. Liberty University; 2018.
19. Lau. The impacts of personal qualities on online learning readiness at Curtin Sarawak Malaysia (CSM). Educational Research and Reviews. 2012 Jul 25;7(20).
20. Adams D, Sumintono B, Mohamed A, Noor NS. E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution. Malaysian Journal of Learning and Instruction. 2018 Dec 31;15(2):227-56.
21. Thakkar Samir, Joshi Hiren. Students attitude towards E-learning. International Journal of Advance Engineering and Research Development. 2017 Nov 30;4(11).
22. Akcil U, Bastas M. Examination of university students' attitudes towards e-learning during the covid-19 pandemic process and the relationship of digital citizenship. Contemporary Educational Technology. 2020 Dec 25;13(1):ep291.
23. Chung E, Mathew VN. Satisfied with online learning amidst COVID-19, but do you intend to continue using it. International Journal of Academic Research in Progressive Education and Development. 2020;9(4):67-77.
24. Mustapha B, Ahmed SB. The impact of learning flexibility, student attitude and internet quality on E-learning among (CELPAD) student in (IIUM) Malaysia. Int J Manag Entrepreneurship Technol. 2013;3:1-20.
25. Lowes S, Lin P, Kinghorn BR. Gender differences in online high school courses. Online Learning. 2016 Dec;20(4):100-17.
26. Ashong CY, Commander NE. Ethnicity, gender, and perceptions of online learning in higher education. MERLOT Journal of Online Learning and Teaching. 2012 Jun;8(2).
27. Belay DG. COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia. Pedagogical research. 2020;5(4).
28. Abdulmajeed K, Joyner DA, McManus C. Challenges of Online Learning in Nigeria. In: Proceedings of the Seventh ACM Conference on Learning @ Scale. New York, NY, USA: ACM; 2020.
29. Simamora RM. The Challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching. 2020 Aug 31;1(2):86-103.