Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey

Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Alghamdi, Amal A. [verfasserIn] Alyousif, Ghada F. AlQarni, Amani M. Amer, Fatma H. Alfadhel, Taghreed O. Almutairi, Rawan N. Almutairi, Shatha M. Almutairi, Anwar D. Hakami, Nouf A. Al Ghamdi, Kholoud.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2024

Schlagwörter:	eLearning Interaction Barrier Online lecture Educational process Medical student

Anmerkung:	© The Author(s) 2024

Übergeordnetes Werk:	Enthalten in: BMC medical education - BioMed Central, 2001, 24(2024), 1 vom: 29. März
Übergeordnetes Werk:	volume:24 ; year:2024 ; number:1 ; day:29 ; month:03

Links:	Volltext

DOI / URN:	10.1186/s12909-024-05323-3

Katalog-ID:	SPR055350275

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allfields	10.1186/s12909-024-05323-3 doi (DE-627)SPR055350275 (SPR)s12909-024-05323-3-e DE-627 ger DE-627 rakwb eng 610 VZ 44.00 bkl Alghamdi, Amal A. verfasserin aut Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. eLearning (dpeaa)DE-He213 Interaction (dpeaa)DE-He213 Barrier (dpeaa)DE-He213 Online lecture (dpeaa)DE-He213 Educational process (dpeaa)DE-He213 Medical student (dpeaa)DE-He213 Alyousif, Ghada F. aut AlQarni, Amani M. aut Amer, Fatma H. aut Alfadhel, Taghreed O. aut Almutairi, Rawan N. aut Almutairi, Shatha M. aut Almutairi, Anwar D. aut Hakami, Nouf A. aut Al Ghamdi, Kholoud. aut Enthalten in BMC medical education BioMed Central, 2001 24(2024), 1 vom: 29. März (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:24 year:2024 number:1 day:29 month:03 https://dx.doi.org/10.1186/s12909-024-05323-3 kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 44.00 VZ AR 24 2024 1 29 03
spelling	10.1186/s12909-024-05323-3 doi (DE-627)SPR055350275 (SPR)s12909-024-05323-3-e DE-627 ger DE-627 rakwb eng 610 VZ 44.00 bkl Alghamdi, Amal A. verfasserin aut Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. eLearning (dpeaa)DE-He213 Interaction (dpeaa)DE-He213 Barrier (dpeaa)DE-He213 Online lecture (dpeaa)DE-He213 Educational process (dpeaa)DE-He213 Medical student (dpeaa)DE-He213 Alyousif, Ghada F. aut AlQarni, Amani M. aut Amer, Fatma H. aut Alfadhel, Taghreed O. aut Almutairi, Rawan N. aut Almutairi, Shatha M. aut Almutairi, Anwar D. aut Hakami, Nouf A. aut Al Ghamdi, Kholoud. aut Enthalten in BMC medical education BioMed Central, 2001 24(2024), 1 vom: 29. März (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:24 year:2024 number:1 day:29 month:03 https://dx.doi.org/10.1186/s12909-024-05323-3 kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 44.00 VZ AR 24 2024 1 29 03
allfields_unstemmed	10.1186/s12909-024-05323-3 doi (DE-627)SPR055350275 (SPR)s12909-024-05323-3-e DE-627 ger DE-627 rakwb eng 610 VZ 44.00 bkl Alghamdi, Amal A. verfasserin aut Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. eLearning (dpeaa)DE-He213 Interaction (dpeaa)DE-He213 Barrier (dpeaa)DE-He213 Online lecture (dpeaa)DE-He213 Educational process (dpeaa)DE-He213 Medical student (dpeaa)DE-He213 Alyousif, Ghada F. aut AlQarni, Amani M. aut Amer, Fatma H. aut Alfadhel, Taghreed O. aut Almutairi, Rawan N. aut Almutairi, Shatha M. aut Almutairi, Anwar D. aut Hakami, Nouf A. aut Al Ghamdi, Kholoud. aut Enthalten in BMC medical education BioMed Central, 2001 24(2024), 1 vom: 29. März (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:24 year:2024 number:1 day:29 month:03 https://dx.doi.org/10.1186/s12909-024-05323-3 kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 44.00 VZ AR 24 2024 1 29 03
allfieldsGer	10.1186/s12909-024-05323-3 doi (DE-627)SPR055350275 (SPR)s12909-024-05323-3-e DE-627 ger DE-627 rakwb eng 610 VZ 44.00 bkl Alghamdi, Amal A. verfasserin aut Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. eLearning (dpeaa)DE-He213 Interaction (dpeaa)DE-He213 Barrier (dpeaa)DE-He213 Online lecture (dpeaa)DE-He213 Educational process (dpeaa)DE-He213 Medical student (dpeaa)DE-He213 Alyousif, Ghada F. aut AlQarni, Amani M. aut Amer, Fatma H. aut Alfadhel, Taghreed O. aut Almutairi, Rawan N. aut Almutairi, Shatha M. aut Almutairi, Anwar D. aut Hakami, Nouf A. aut Al Ghamdi, Kholoud. aut Enthalten in BMC medical education BioMed Central, 2001 24(2024), 1 vom: 29. März (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:24 year:2024 number:1 day:29 month:03 https://dx.doi.org/10.1186/s12909-024-05323-3 kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 44.00 VZ AR 24 2024 1 29 03
allfieldsSound	10.1186/s12909-024-05323-3 doi (DE-627)SPR055350275 (SPR)s12909-024-05323-3-e DE-627 ger DE-627 rakwb eng 610 VZ 44.00 bkl Alghamdi, Amal A. verfasserin aut Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. eLearning (dpeaa)DE-He213 Interaction (dpeaa)DE-He213 Barrier (dpeaa)DE-He213 Online lecture (dpeaa)DE-He213 Educational process (dpeaa)DE-He213 Medical student (dpeaa)DE-He213 Alyousif, Ghada F. aut AlQarni, Amani M. aut Amer, Fatma H. aut Alfadhel, Taghreed O. aut Almutairi, Rawan N. aut Almutairi, Shatha M. aut Almutairi, Anwar D. aut Hakami, Nouf A. aut Al Ghamdi, Kholoud. aut Enthalten in BMC medical education BioMed Central, 2001 24(2024), 1 vom: 29. März (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:24 year:2024 number:1 day:29 month:03 https://dx.doi.org/10.1186/s12909-024-05323-3 kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 44.00 VZ AR 24 2024 1 29 03
language	English
source	Enthalten in BMC medical education 24(2024), 1 vom: 29. März volume:24 year:2024 number:1 day:29 month:03
sourceStr	Enthalten in BMC medical education 24(2024), 1 vom: 29. März volume:24 year:2024 number:1 day:29 month:03
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	eLearning Interaction Barrier Online lecture Educational process Medical student
dewey-raw	610
isfreeaccess_bool	true
container_title	BMC medical education
authorswithroles_txt_mv	Alghamdi, Amal A. @@aut@@ Alyousif, Ghada F. @@aut@@ AlQarni, Amani M. @@aut@@ Amer, Fatma H. @@aut@@ Alfadhel, Taghreed O. @@aut@@ Almutairi, Rawan N. @@aut@@ Almutairi, Shatha M. @@aut@@ Almutairi, Anwar D. @@aut@@ Hakami, Nouf A. @@aut@@ Al Ghamdi, Kholoud. @@aut@@
publishDateDaySort_date	2024-03-29T00:00:00Z
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Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. 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author	Alghamdi, Amal A.
spellingShingle	Alghamdi, Amal A. ddc 610 bkl 44.00 misc eLearning misc Interaction misc Barrier misc Online lecture misc Educational process misc Medical student Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey
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topic_title	610 VZ 44.00 bkl Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey eLearning (dpeaa)DE-He213 Interaction (dpeaa)DE-He213 Barrier (dpeaa)DE-He213 Online lecture (dpeaa)DE-He213 Educational process (dpeaa)DE-He213 Medical student (dpeaa)DE-He213
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title	Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey
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title_full	Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey
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author_browse	Alghamdi, Amal A. Alyousif, Ghada F. AlQarni, Amani M. Amer, Fatma H. Alfadhel, Taghreed O. Almutairi, Rawan N. Almutairi, Shatha M. Almutairi, Anwar D. Hakami, Nouf A. Al Ghamdi, Kholoud.
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title_sort	factors affecting saudi medical students’ engagement during synchronous and asynchronous elearning and their impacts on the students’ academic achievement: a national survey
title_auth	Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey
abstract	Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. © The Author(s) 2024
abstractGer	Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. © The Author(s) 2024
abstract_unstemmed	Background Nowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning. © The Author(s) 2024
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title_short	Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey
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author2	Alyousif, Ghada F. AlQarni, Amani M. Amer, Fatma H. Alfadhel, Taghreed O. Almutairi, Rawan N. Almutairi, Shatha M. Almutairi, Anwar D. Hakami, Nouf A. Al Ghamdi, Kholoud
author2Str	Alyousif, Ghada F. AlQarni, Amani M. Amer, Fatma H. Alfadhel, Taghreed O. Almutairi, Rawan N. Almutairi, Shatha M. Almutairi, Anwar D. Hakami, Nouf A. Al Ghamdi, Kholoud
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Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements. Methods A national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding. Results This study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%). Conclusion The synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. 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Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey

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