ArticleCureus2024
Promoting Pedagogical Resilience: Unveiling the Efficacy of Synchronous Online Lectures Compared to Traditional Methods From the Students' Vantage Point Amidst the COVID-19 Pandemic.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction The COVID-19 pandemic significantly disrupted traditional educational methods, forcing medical institutes to adapt to online classes. Since online teaching was an untested approach in Indian medical education, student feedback was essential. This study compares synchronous online lectures with traditional classroom lectures from the students' perspective. Method The cross-sectional study was conducted on undergraduate medical students across India undergoing synchronous online MBBS classes during the COVID-19 pandemic. After obtaining institutional ethical clearance, five-section questionnaires via Google Forms were circulated on WhatsApp and Facebook. The generated quantitative data were analyzed using descriptive statistics and frequency analysis. Result Out of 341 responses, 64 students did not consent and were excluded, resulting in 277 responses for analysis. The total score for traditional face-to-face lectures was 11.61 out of 15, with a percentage mean score of 77%, highlighting the significant positive influence of instructor presence and a conducive learning environment. In contrast, synchronous online lectures had a total score of 16.01 out of 25, with a percentage mean score of 64.04%, reflecting mixed responses. The Student's t-test analysis underscored the significant advantages of face-to-face interactions and structured learning environments in traditional classroom settings despite the flexibility and independence offered by synchronous online lectures. Conclusion The findings of this study reveal that students have a moderate level of satisfaction with synchronous online lectures, as indicated by a mean score of 64.04%. While these lectures provide flexibility and promote independence, they require students to exhibit higher levels of self-motivation, discipline, and self-directed learning. However, the online format poses challenges for effective communication and technical issues. Addressing the challenges of technology use, teacher training, and student engagement can enhance the effectiveness of online teaching and ensure that it complements traditional teaching methods, ultimately promoting pedagogical resilience in medical education.
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