Medical education has evolved significantly over the years, with technological advancements playing a crucial role in transforming the learning experience. The COVID-19 pandemic further accelerated the adoption of online learning platforms in medical education, leading to a shift towards blended learning approaches. Studies have shown that blending online and traditional offline methods can enhance student performance, motivation, and autonomy compared to traditional methods. However, challenges such as faculty training, resource development, and effective online assessments still persist.
One significant advancement in medical education is the utilization of online learning platforms (OLPs), which have become increasingly popular due to the internet’s introduction and widespread use. These platforms enable the distribution, tracking, and management of courses over the internet, providing a seamless learning experience for both students and faculty. OLPs offer various features like whiteboards, chat rooms, polls, quizzes, and discussion forums, facilitating interactive communication and content delivery. While the benefits of OLPs in medical education are well-recognized, there is a need to understand their specific impact on student satisfaction and learning experiences, especially in regions like Eastern Nigeria.
A recent study focused on medical students at Enugu State University of Science and Technology in Nigeria to assess their satisfaction and learning experience with online learning platforms. The study collected data using structured questionnaires distributed to undergraduate medical students from various departments. Results indicated that sociodemographic factors such as course of study and gender significantly influenced student satisfaction and learning experiences with online platforms. The majority of respondents agreed that OLPs effectively deliver medical course content and provide interactive and engaging learning materials. Moreover, features like collaborative learning opportunities, timely feedback, and multimedia integration were well-received by students.
The study revealed that male students reported higher satisfaction levels compared to female students, highlighting the need for gender-sensitive approaches in online learning. Additionally, older students and those in specific academic disciplines showed slightly higher satisfaction levels, indicating the importance of tailoring OLPs to meet diverse needs. The findings emphasized the significance of addressing course-specific requirements and gender-related differences to enhance user satisfaction and engagement with online learning platforms.
Overall, the study highlighted the positive impact of OLPs on medical education and identified areas for improvement to optimize the learning experience for students. By addressing sociodemographic factors and incorporating personalized features, institutions can enhance student satisfaction and engagement with online learning platforms, ultimately improving educational outcomes. Moving forward, continuous evaluation and adaptation of OLPs are essential to meet the evolving needs of medical students and promote effective learning in the digital age.
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