Faculty Members’ Perspectives on E-learning Use during COVID-19 among Teaching Faculty at KSAU-HS, Jeddah, Saudi Arabia

Main Article Content

Jihan Turkistani Sajida Agha Muhammad Anwar Khan

Abstract

Introduction/Objectives: The COVID-19 pandemic's significant effects could alter education in the future. There was an unexpected but necessary transition to online education. This study aimed to examine faculty members' perspectives regarding e-learning during the COVID-19 pandemic, as well as their level of preparedness for e-learning, considering the epidemic's complete lockdown.


Methods: The study utilized a survey research (cross-sectional) design. The sample size was calculated to be a minimum of 106 faculty members. A validated electronic questionnaire was communicated to faculty members of four colleges at KSAU-HS, Jeddah. Its primary components addressed e-learning preparation, e-learning experience before and after the COVID-19 pandemic, and demographic data.


Results: A total of 112 faculty members, with a response rate of 25%, completed the survey. Females made up 50.9% of the sample, and about 30% were between 36-40 years of age with different academic rankings and teaching experiences. Faculty members revealed that more than half of them were novices with no prior experience in e-learning before the epidemic. Nonetheless, faculty members' perspectives of e-learning were favorable, and they significantly improved after COVID-19 (91.9%) compared to before COVID-19 (45.9%). Most participants were enthusiastic (82.3%) about and confident in using e-learning in teaching and learning. Yet, e-learning was only partially used as a substitute for hands-on skill training and assessment. Regarding the impact of the transition to online education during the pandemic, 87.5% of the participants in the survey expressed increased confidence in the efficacy of online learning and teaching. Additionally, the teaching/learning preference of the participants showed that (61.6%) preferred combining online with traditional face-to-face instruction, (35.7%) preferred traditional face-to-face instruction, and only 3 (2.7%) preferred online instruction alone.


Conclusion: This study delivers informative viewpoints on the importance of e-learning and the teaching staff's willingness and competence with it. It calls for improving our institution's e-learning readiness and participation by addressing several individual and infrastructure issues. This is an excellent chance to remove obstacles in e-learning and teaching in medical and healthcare colleges.

Keywords: E-learning, Online Teaching, Virtual, COVID-19

Article Details

How to Cite
TURKISTANI, Jihan; AGHA, Sajida; KHAN, Muhammad Anwar. Faculty Members’ Perspectives on E-learning Use during COVID-19 among Teaching Faculty at KSAU-HS, Jeddah, Saudi Arabia. Medical Research Archives, [S.l.], v. 12, n. 6, june 2024. ISSN 2375-1924. Available at: <https://esmed.org/MRA/mra/article/view/5322>. Date accessed: 22 july 2024. doi: https://doi.org/10.18103/mra.v12i6.5322.
Section
Research Articles

References

1. Croom DB. Teacher Burnout in Agricultural Education. Journal of Agricultural Education. 2003;44(2):1-13. doi:10.5032/jae.2003.02001

2. Tijdink JK, Vergouwen AC, Smulders YM. Publication pressure and burn out among Dutch Medical Professors: A nationwide survey. PLoS ONE. 2013;8(9). doi:10.1371/ journal.pone.0073381

3. Yu J, Lee S, Kim M, Lim K, Chang K, Chae S. Professional self-concept and burnout among medical school faculty in South Korea: A cross -sectional study. BMC Medical Education. 2019;19(1). doi:10.1186/s12909-019-1682-z

4. Turkistani J, Agha S, Khan MA, Mohamed TA. The job demands in predicting burnout during COVID-19 among teaching faculty at Ksau-HS, Jeddah, Saudi Arabia. Advances in Medical Education and Practice. 2022;Volume 13:913-926. doi:10.2147/amep.s367776

5. Maslach C, Jackson SE. The measurement of experienced burnout. Journal of Organizational Behavior. 1981;2(2):99-113. doi:10.1002/job.4030020205

6. Farooq F, Rathore FA, Mansoor SN. Challenges of online medical education in Pakistan during COVID-19 pandemic. Journal of the College of Physicians and Surgeons Pakistan. 2020;30(1):67-69. doi:10.29271/jcps p.2020.supp1.s67

7. Cleland J, McKimm J, Fuller R, Taylor D, Janczukowicz J, Gibbs T. Adapting to the impact of covid-19: Sharing stories, sharing practice. Medical Teacher. 2020;42(7):772-775. doi:10.1080/0142159x.2020.1757635

8. Chatterjee I, Chakraborty P. Use of information communication technology by medical educators amid covid-19 pandemic and beyond. Journal of Educational Technology Systems. 2020;49(3):310-324. doi:10.1177/0047239520966996

9. Seymour-Walsh A, Bell A, Webber A, Smith T. Adapting to a new reality: COVID-19 coronavirus and online education in the health professions. Rural and Remote Health. Published online May 26, 2020. doi:10.22605/ rrh6000

10. Sokal LJ, Trudel LG, Babb JC. Supporting teachers in times of change: The job demands- resources model and teacher burnout during the covid-19 pandemic. International Journal of Contemporary Education. 2020;3(2):67. doi:10.11114/ijce.v3i2.4931

11. Ahmed A, Niaz A, Ikram Khan A. Report on online teaching and learning amid covid-19. SSRN Electronic Journal. Published online 2020. doi:10.2139/ssrn.3646414

12. Alanazi AA, Alshaalan ZM. Views of faculty members on the use of e-learning in Saudi medical and health colleges during COVID-19 pandemic. Journal of Nature and Science of Medicine. 2020 Oct 1;3(4):308-17. doi:10.4103/JNSM.JNSM_82_20

13. Rajab MH, Gazal AM, Alkattan K. Challenges to online medical education during the COVID-19 pandemic. Cureus. Published online July 2, 2020. doi:10.7759/ cureus.8966

14. Tuma F, Nassar AK, Kamel MK, Knowlton LM, Jawad NK. Students and faculty perception of Distance Medical Education Outcomes in resource-constrained system during COVID-19 pandemic. A cross-sectional study. Annals of Medicine and Surgery. 2021; 62:377-382. doi:10.1016/j.amsu.2021.01.073

15. Nimavat N, Singh S, Fichadiya N, et al. Online medical education in India – different challenges and probable solutions in the age of covid-19. Advances in Medical Education and Practice. 2021;Volume 12:237-243. doi:1 0.2147/amep.s295728

16. Vishwanathan K, Patel GM, Patel DJ. Medical faculty perception toward digital teaching methods during COVID-19 pandemic: experience from India. Journal of education and health promotion. 2021 Jan 1;10(1):95.

17. Radha R, Mahalakshmi K, Kumar VS, Saravanakumar AR. E-Learning during lockdown of Covid-19 pandemic: A global perspective. International journal of control and automation. 2020 Jun;13(4):1088-99.

18. Childs S, Blenkinsopp E, Hall A, Walton G. Effective e‐learning for health professionals and students—barriers and their solutions. A systematic review of the literature—findings from the HEXL project. Health Information & Libraries Journal. 2005;22(s2):20-32. doi:10.1111/j.1470-3327.2005.00614.x

19. Makhdoom N, Khoshhal KI, Algaidi S, Heissam K, Zolaly MA. ‘blended learning’ as an effective teaching and learning strategy in Clinical Medicine: A Comparative cross-sectional university-based study. Journal of Taibah University Medical Sciences. 2013;8 (1):12-17. doi:10.1016/j.jtumed.2013.01.002

20. Ashouri E, Sheikhaboumasoudi R, Bagheri M, Hosseini S, Elahi N. Improving nursing students’ learning outcomes in fundamentals of nursing course through combination of traditional and e-learning methods. Iranian Journal of Nursing and Midwifery Research. 2018;23(3):217. doi:10.4 103/ijnmr.ijnmr_79_17

21. June H, Leong H. Implications of e-learning on learning and teaching in higher education. Implications of E-Learning on Learning and Teaching in Higher Education | Worldwide CDIO Initiative. June 13, 2006. Accessed April 12, 2024. http://cdio.org/node/6039.

22. Aveiro-Róbalo TR. Distance learning and its relation to medical education in the present times. Seminars in Medical Writing and Education. 2022;1:10. doi:10.56294/mw 202210

23. Bediang G, Stoll B, Geissbuhler A, et al. Computer Literacy and e-learning perception in Cameroon: The case of yaounde faculty of medicine and biomedical sciences. BMC Medical Education. 2013;13(1). doi:10.1186/ 1472-6920-13-57

24. Fatima R, Neanam N. E-Learning in Education: Concept, Tools and Models. International Journal of Research. 2018 Nov;5:1388-98.

25. Salas‐Pilco SZ, Yang Y, Zhang Z. Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review. British Journal of Educational Technology. 2022;53(3):593-619. doi:10.1111/bjet.13190

26. Ma K, Liang L, Chutiyami M, Nicoll S, Khaerudin T, Ha XV. Covid-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work. 2022;73(1):3-27. doi:10.3233/ wor-220062

27. Akram Z, Sethi A, Khan AM, Zaidi FZ. Assessment of burnout and associated factors among medical educators. Pakistan Journal of Medical Sciences. 2021;37(3). doi:10.12669/ pjms.37.3.3078