Table 2 Summary of results from the literature published before the pandemic
Institution | Teachers | Students |
|---|---|---|
Requirements | Requirements | Requirements |
- Institutional structures [5] - Implementation strategies [5, 15] - Training for communication and interaction with students [45] | - Time to prepare the materials [17] | - Time, social interaction [46] - Infrastructure, support [46] - Technical and academic skills [47] |
Obstacles | Obstacles | Obstacles |
- Not suitable for all learning modalities [15] - Lacking well-established onsite teaching culture [15] | - Difficulty to implement online interactions with students [18] - Not aware of new teaching roles, demands, competencies [16, 17, 47] - Not aware of new technological possibilities and developments [16] - Lack of resources to change [16] - Unaware of students’ learning [16] - Low technical skills [5, 15, 17] - Technology avoidance [15] - Insufficient communication and support from institution [5] | - Administrative issues [46] - Technical problems [46] - Costs, access to the Internet [46] - Confidence to learn online [46] - Resource-intensive, too many choices [15] - Poor motivation [15] |
Facilitators | Facilitators | Facilitators |
- Better administration [14] - Cost-effectiveness [14] - Less student/lecturer time [14] | - Greater flexibility as to where to work from [14] | - Facilitate learning [15] - Aided transfer to practice [15] - Systematic way of learning [15] - Enhancing active learning [7, 15] - Personalized learning [9] |
Advantages | Advantages | Advantages |
- Increasing the quality and effectiveness of education [12,13,14] - Ease of standardization and keeping content up to date [12,13,14] |