Views of faculty members on the use of e-learning in Saudi medical and health colleges during COVID-19 pandemic

• Published in: Journal of nature and science of medicine 2020-10, Vol.3 (4), p.308-317
• Main Authors: Ahmad A Alanazi, Ziad M Alshaalan
• Format: Article
• Language: English
• Subjects: covid-19; e-learning; faculty members; health professions; medical education; saudi arabia
• ISSN: 2589-627X; 2589-6288
• DOI: 10.4103/JNSM.JNSM_82_20

Objective: The significant impact of COVID-19 pandemic may change the future of education. There was an abrupt obligatory transformation into e-learning. This study aimed to examine views of faculty members on the use of e-learning in Saudi medical and health colleges during COVID-19 pandemic, and their preparedness for e-learning in the light of the complete lockdown due to the pandemic. Materials and Methods: A descriptive cross-sectional study design was conducted in two parts. The first part was a pilot study aimed to provide valuable validation of the content of the major questionnaire study. The second part was a full-scale study designed to address the aim. An electronic questionnaire was prepared and distributed to reach a large number of faculties and primarily focused on three sections demographic information, experience with e-learning before and after COVID-19 pandemic, and preparedness for e-learning. Results: A total of 38 and 220 faculty members participated in the pilot and full-scale studies, respectively. The majority of respondents to the main questionnaire were male (73.2%), from Riyadh (42.7%), worked in governmental colleges (96.3%), and had different academic ranking and teaching experiences. Faculty members showed positive attitudes towards the use of e-learning which was tremendously increased post-COVID-19 (91.9%) compared to pre-COVID-19 (45.9%). Most of the participants were enthusiastic (82.3%) about and confident in using e-learning in teaching and learning. Yet, e-learning was not entirely used as a substitute for hands-on skill training and assessment. Conclusions: This study provides stakeholders with valuable standpoints indispensability of e-learning and the positive attitude and proficiency of teaching staff toward it. This urges furthering our institutional e-learning preparedness and engagement through resolving some appeared individual and infrastructural shortcomings. It is an appropriate time for overcoming barriers to e-learning/teaching as an integral teaching modality in medical and health colleges.