Table 2 Student agreement with statements about online learning
Gender | Course | Clinical/ Preclinical | Change between Time | |||||||
|---|---|---|---|---|---|---|---|---|---|---|
T2 | T3 | T2 | T3 | T2 | T3 | |||||
Lecturing sessions are more suitable delivered with distance learning modalities | > 0.05 | > 0.05 | > 0.05 | > 0.05 | 0.005 (C > NC) | 0.008 (C > NC) | > 0.05 | |||
Clarification sessions are more suitable delivered with distance learning modalities | > 0.05 | > 0.05 | > 0.05 | > 0.05 | > 0.05 | > 0.05 | > 0.05 | |||
Clarification sessions are more suitable delivered in F2F meetings | 0.040 (M > F) | > 0.05 | > 0.05 | > 0.05 | 0.007 (NC > C) | 0.022 (NC > C) | > 0.05 | |||
The flipped classroom model, in which course material is first provided online prior to the instructors addressing the material during class-time, should be implemented in the faculty | > 0.05 | > 0.05 | > 0.05 | > 0.05 | > 0.05 | > 0.05 | > 0.05 | |||
I do not experience any IT connection problems during online learning | > 0.05 | > 0.05 | 0.030 (B > MDS) | > 0.05 | > 0.05 | > 0.05 | 0.005 T3 > T2 | |||
I do not experience anxiety if I am asked questions during online learning | > 0.05 | > 0.05 | > 0.05 | > 0.05 | 0.010 (C > NC) | > 0.05 | > 0.05 | |||
I have more time to go through and read learning materials before group discussion with online learning | > 0.05 | > 0.05 | > 0.05 | > 0.05 | 0.045 (C > NC) | > 0.05 | > 0.05 | |||
I have more time to revise all of the learning materials after class with online learning | > 0.05 | > 0.05 | > 0.05 | > 0.05 | 0.021 (C > NC) | > 0.05 | > 0.05 | |||
I like online learning more than classroom learning | 0.019 (F > M) | > 0.05 | > 0.05 | > 0.05 | < 0.000 (C > NC) | 0.030 (C > NC) | 0.008 T3 > T2 | |||
I study more efficiently with online learning resources | > 0.05 | > 0.05 | > 0.05 | > 0.05 | < 0.000 (C > NC) | > 0.05 | 0.032 T3 > T2 | |||
Online learning motivates me to prepare learning materials for group discussion/s and to self-directed learning | > 0.05 | > 0.05 | > 0.05 | > 0.05 | 0.002 (C > NC) | > 0.05 | 0.031 T3 > T2 | |||
Online lecturing should be implemented and maintained in the next academic year | > 0.05 | > 0.05 | > 0.05 | > 0.05 | < 0.000 (C > NC) | > 0.05 | 0.003 T3 > T2 | |||
Online learning gives similar learning satisfaction to classroom learning | > 0.05 | > 0.05 | > 0.05 | > 0.05 | < 0.000 (C > NC) | 0.032 (C > NC) | 0.031 T3 > T2 | |||
Communication with lecturers and fellow students is easier with online platforms | > 0.05 | > 0.05 | > 0.05 | > 0.05 | 0.035 (C > NC) | > 0.05 | > 0.05 | |||
Recorded lectures allows the student to listen to the lecture at a convenient time when the student is fully focused | > 0.05 | > 0.05 | 0.001 (MDS > B) | > 0.05 | 0.026 (C > NC) | > 0.05 | > 0.05 | |||
Recorded lectures resources allows the faculty to better utilise the contact time with students for clinical/preclinical skills sessions | > 0.05 | > 0.05 | < 0.0001 (MDS > B) | > 0.05 | > 0.05 | 0.035 (C > NC) | > 0.05 | |||
The provision of lectures in between, or after, clinical/preclinical skills labs sessions is too tiring | > 0.05 | > 0.05 | > 0.05 | > 0.05 | < 0.0001 (C > NC) | > 0.05 | > 0.05 | |||