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      Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Objective:

          During COVID-19 pandemic, the institutions in Pakistan have started online learning. This study explores the perception of teachers and students regarding its advantages, limitations and recommendations.

          Methods:

          This qualitative case study was conducted from March to April 2020. Using maximum variation sampling, 12 faculty members and 12 students from University College of Medicine and University College of Dentistry, Lahore were invited to participate. Four focus group interviews, two each with the faculty and students of medicine and dentistry were carried out. Data were transcribed verbatim and thematically analyzed using Atlas Ti.

          Results:

          The advantages included remote learning, comfort, accessibility, while the limitations involved inefficiency and difficulty in maintaining academic integrity. The recommendations were to train faculty on using online modalities and developing lesson plan with reduced cognitive load and increased interactivities.

          Conclusion:

          The current study supports the use of online learning in medical and dental institutes, considering its various advantages. Online learning modalities encourage student-centered learning and they are easily manageable during this lockdown situation.

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          Most cited references16

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          Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments.

          J. Krüger, D Dunning (1999)
          People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities.
          Article 0 comments Cited 403 times – based on 0 reviews     Review now
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            A Meta-Analysis of Three Types of Interaction Treatments in Distance Education

            R. Bernard, P. Abrami, E. Borokhovski … (2009)
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              Attention span during lectures: 8 seconds, 10 minutes, or more?

              Neil A Bradbury (2016)
              In the current climate of curriculum reform, the traditional lecture has come under fire for its perceived lack of effectiveness. Indeed, several institutions have reduced their lectures to 15 min in length based upon the "common knowledge" and "consensus" that there is a decline in students' attention 10-15 min into lectures. A review of the literature on this topic reveals many discussions referring to prior studies but scant few primary investigations. Alarmingly, the most often cited source for a rapid decline in student attention during a lecture barely discusses student attention at all. Of the studies that do attempt to measure attention, many suffer from methodological flaws and subjectivity in data collection. Thus, the available primary data do not support the concept of a 10- to 15-min attention limit. Interestingly, the most consistent finding from a literature review is that the greatest variability in student attention arises from differences between teachers and not from the teaching format itself. Certainly, even the most interesting material can be presented in a dull and dry fashion, and it is the job of the instructor to enhance their teaching skills to provide not only rich content but also a satisfying lecture experience for the students.
              Article 0 comments Cited 68 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): Pak J Med Sci
                Journal ID (iso-abbrev): Pak J Med Sci
                Title: Pakistan Journal of Medical Sciences
                Publisher: Professional Medical Publications (Pakistan )
                ISSN (Print): 1682-024X
                ISSN (Electronic): 1681-715X
                Publication date (Print): May 2020
                Volume: 36
                Issue: COVID19-S4
                Pages: S27-S31
                Affiliations
                [1 ]Khadijah Mukhtar, BDS, MME. Assistant Professor, DME. University College of Medicine and Dentistry, The University of Lahore, Lahore, Pakistan
                [2 ]Kainat Javed, MBBS, MME. Assistant Professor, DME. University College of Medicine and Dentistry, The University of Lahore, Lahore, Pakistan
                [3 ]Mahwish Arooj, MBBS, M. Phil, MME, PhD Physiology. Associate Professor, Physiology and Director DME, University College of Medicine and Dentistry, The University of Lahore, Lahore, Pakistan
                [4 ]Ahsan Sethi, BDS, MPH, MMEd, FHEA, MAcadMEd, FDTFEd, PhD Medical Education Assistant Professor, Institute of Health Professions Education and Research, Khyber Medical University, Peshawar, Pakistan
                Author notes
                Correspondence: Dr. Khadijah Mukhtar, BDS, MME. Assistant Professor, DME, University College of Medicine and Dentistry, The University of Lahore, Lahore, Pakistan. Email: khadijah.mukhtar@ 123456ucm.uol.edu.pk
                Article
                Publisher ID: PJMS-36-S27
                DOI: 10.12669/pjms.36.COVID19-S4.2785
                PMC ID: 7306967
                PubMed ID: 32582310
                SO-VID: 22829cd2-282d-4870-9b27-2329ecc5ae83
                Copyright © Copyright: © Pakistan Journal of Medical Sciences
                License:

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                Date received : 27 April 2020
                Date revision received : 16 May 2020
                Date accepted : 18 May 2020
                Categories
                Subject: Original Article

                Keywords: covid-19,education,medical,undergraduate,online learning
                Data availability:
                Keywords: covid-19, education, medical, undergraduate, online learning

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