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Table 2 Students’ attitudes towards the asynchronous online lectures and the Q&A session

From: Asynchronous online lecture may not be an effective method in teaching cardiovascular physiology during the COVID-19 pandemic

Statements No. of responses
Agree Disagree
1. Asynchronous online lecture is not different from the traditional lecture in helping you understand the lecture contents 137 (68.5%) 34 (17.0%)
2. Asynchronous online lecture helps you understand the lecture contents more efficiently than the traditional lecture 119 (60.1%) 24 (12.1%)
3. Asynchronous online lecture without face-to-face interaction does not cause any problems for understanding the lecture content 139 (69.8%) 29 (14.6%)
4. Asynchronous online lecture is more convenient than the traditional lecture 152 (76.0%) 24 (12.0%)
5. Asynchronous online lecture facilitates the management of your own schedule better than the traditional lecture 112 (56.3%) 54 (27.1%)
6. The Q&A session promotes your understanding of cardiovascular physiology contents 122 (63.2%) 12 (6.2%)
7. The Q&A session after a series of asynchronous online lectures with voluntary participation is satisfactory 140 (72.9%) 6 (3.1%)
8. For the next year, teaching by asynchronous online lecture is preferred over the traditional lecture 99 (50.5%) 57 (29.1%)
  1. Data are presented as the number (percentage) of responses for each statement. Agree indicates ‘strongly agree’ and ‘agree’ while disagree indicates ‘strongly disagree’ and ‘disagree’. Of note, the agreement ‘uncertain’ is not presented in the table