Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning
Objectives: The coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students’ perspectives regarding online learning during the COVID-19 pandem...
| Main Authors: | , , , , , , , , , , , , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-12-01
|
| Series: | SAGE Open Medicine |
| Online Access: | https://doi.org/10.1177/20503121231218904 |
| _version_ | 1797376647213613056 |
|---|---|
| author | Steward Mudenda Victor Daka Webrod Mufwambi Scott Kaba Matafwali Billy Chabalenge Phumzile Skosana Ruth Lindizyani Mfune Maisa Kasanga Osaretin Christabel Okonji Godfrey Mayoka Martin Kampamba Christabel Nang’andu Hikaambo Moses Mukosha Manal Hadi Ghaffoori Kanaan Lindi Angeline Zikalala-Mabope George Sinkamba Roland Nnaemeka Okoro Martha Chulu Brian Godman Joseph Fadare |
| author_facet | Steward Mudenda Victor Daka Webrod Mufwambi Scott Kaba Matafwali Billy Chabalenge Phumzile Skosana Ruth Lindizyani Mfune Maisa Kasanga Osaretin Christabel Okonji Godfrey Mayoka Martin Kampamba Christabel Nang’andu Hikaambo Moses Mukosha Manal Hadi Ghaffoori Kanaan Lindi Angeline Zikalala-Mabope George Sinkamba Roland Nnaemeka Okoro Martha Chulu Brian Godman Joseph Fadare |
| author_sort | Steward Mudenda |
| collection | DOAJ |
| description | Objectives: The coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students’ perspectives regarding online learning during the COVID-19 pandemic. This study assessed the perspectives, satisfaction and experiences with online and classroom learning among human health students at the University of Zambia. Methods: This cross-sectional study was conducted among 737 students at the University of Zambia from October 2022 to April 2023. Data were analysed using Stata version 16.1. Results: Of the 737 participants, 51.6% were female and 56.5% agreed that blended learning should continue even after the COVID-19 pandemic. However, 78.4% of the students believed that group discussions were more suitable in the classroom than online learning. Most students (67.1%) disagreed that they preferred online learning to classroom learning. Furthermore, 77.6% of the students disagreed that online learning gave more satisfaction than classroom learning. Conclusions: This study found that most students recommended the continuation of blended learning after the pandemic. However, they believed that follow-up tutorials and assessments were better undertaken in physical classrooms than online learning. These findings are important in sensitising stakeholders in the education sector and governments to consider blended learning as a teaching strategy in the future. There is a need to develop and implement curricula that offer blended learning to students as well as ensure the students have the necessary facilities and equipment to support such learning. |
| first_indexed | 2024-03-08T19:41:39Z |
| format | Article |
| id | doaj.art-90c887f78a724b13870f6477ed5f2691 |
| institution | Directory Open Access Journal |
| issn | 2050-3121 |
| language | English |
| last_indexed | 2024-03-08T19:41:39Z |
| publishDate | 2023-12-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open Medicine |
| spelling | doaj.art-90c887f78a724b13870f6477ed5f26912023-12-25T04:03:19ZengSAGE PublishingSAGE Open Medicine2050-31212023-12-011110.1177/20503121231218904Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learningSteward Mudenda0Victor Daka1Webrod Mufwambi2Scott Kaba Matafwali3Billy Chabalenge4Phumzile Skosana5Ruth Lindizyani Mfune6Maisa Kasanga7Osaretin Christabel Okonji8Godfrey Mayoka9Martin Kampamba10Christabel Nang’andu Hikaambo11Moses Mukosha12Manal Hadi Ghaffoori Kanaan13Lindi Angeline Zikalala-Mabope14George Sinkamba15Roland Nnaemeka Okoro16Martha Chulu17Brian Godman18Joseph Fadare19Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, ZambiaDepartment of Public Health, Michael Chilufya Sata School of Medicine, Copperbelt University, Ndola, ZambiaDepartment of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, ZambiaFaculty of Infectious and Tropical Diseases, Clinical Research Department, London School of Hygiene and Tropical Medicine, London, UKDepartment of Medicines Control, Zambia Medicines Regulatory Authority, Lusaka, ZambiaDepartment of Clinical Pharmacy, School of Pharmacy, Sefako Makgatho Health Sciences University, Pretoria, South AfricaDepartment of Public Health, Michael Chilufya Sata School of Medicine, Copperbelt University, Ndola, ZambiaCollege of Public Health, Zhengzhou University, Zhengzhou, ChinaSchool of Pharmacy, University of the Western Cape, Cape Town, South AfricaDepartment of Pharmacology and Pharmacognosy, School of Pharmacy, Jomo Kenyatta University of Agriculture and Technology, Nairobi, KenyaDepartment of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, ZambiaDepartment of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, ZambiaDepartment of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, ZambiaDepartment of Agriculture, Technical Institute of Suwaria, Middle Technical University, Baghdad, IraqDepartment of Pharmacy Practice, School of Pharmacy, Sefako Makgatho Health Sciences University, Pretoria, South AfricaDepartment of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, ZambiaFaculty of Pharmacy, Department of Clinical Pharmacy and Pharmacy Administration, University of Maiduguri, NigeriaDepartment of Pharmacy, School of Health Sciences, Levy Mwanawasa Medical University, Lusaka, ZambiaDepartment of Pharmacoepidemiology, Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow, UKDepartment of Medicine, Ekiti State University Teaching Hospital, Ado-Ekiti, NigeriaObjectives: The coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students’ perspectives regarding online learning during the COVID-19 pandemic. This study assessed the perspectives, satisfaction and experiences with online and classroom learning among human health students at the University of Zambia. Methods: This cross-sectional study was conducted among 737 students at the University of Zambia from October 2022 to April 2023. Data were analysed using Stata version 16.1. Results: Of the 737 participants, 51.6% were female and 56.5% agreed that blended learning should continue even after the COVID-19 pandemic. However, 78.4% of the students believed that group discussions were more suitable in the classroom than online learning. Most students (67.1%) disagreed that they preferred online learning to classroom learning. Furthermore, 77.6% of the students disagreed that online learning gave more satisfaction than classroom learning. Conclusions: This study found that most students recommended the continuation of blended learning after the pandemic. However, they believed that follow-up tutorials and assessments were better undertaken in physical classrooms than online learning. These findings are important in sensitising stakeholders in the education sector and governments to consider blended learning as a teaching strategy in the future. There is a need to develop and implement curricula that offer blended learning to students as well as ensure the students have the necessary facilities and equipment to support such learning.https://doi.org/10.1177/20503121231218904 |
| spellingShingle | Steward Mudenda Victor Daka Webrod Mufwambi Scott Kaba Matafwali Billy Chabalenge Phumzile Skosana Ruth Lindizyani Mfune Maisa Kasanga Osaretin Christabel Okonji Godfrey Mayoka Martin Kampamba Christabel Nang’andu Hikaambo Moses Mukosha Manal Hadi Ghaffoori Kanaan Lindi Angeline Zikalala-Mabope George Sinkamba Roland Nnaemeka Okoro Martha Chulu Brian Godman Joseph Fadare Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning SAGE Open Medicine |
| title | Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning |
| title_full | Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning |
| title_fullStr | Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning |
| title_full_unstemmed | Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning |
| title_short | Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning |
| title_sort | student s perspectives satisfaction and experiences with online and classroom learning during the covid 19 pandemic findings and implications on blended learning |
| url | https://doi.org/10.1177/20503121231218904 |
| work_keys_str_mv | AT stewardmudenda studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT victordaka studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT webrodmufwambi studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT scottkabamatafwali studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT billychabalenge studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT phumzileskosana studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT ruthlindizyanimfune studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT maisakasanga studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT osaretinchristabelokonji studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT godfreymayoka studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT martinkampamba studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT christabelnanganduhikaambo studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT mosesmukosha studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT manalhadighaffoorikanaan studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT lindiangelinezikalalamabope studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT georgesinkamba studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT rolandnnaemekaokoro studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT marthachulu studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT briangodman studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning AT josephfadare studentsperspectivessatisfactionandexperienceswithonlineandclassroomlearningduringthecovid19pandemicfindingsandimplicationsonblendedlearning |