Medical Diagnostic Imaging Department, College of Health Science, University of Sharjah, Sharjah, United Arab Emirates.
College of Medicine and Medical Education Center, University of Sharjah, Sharjah, United Arab Emirates.
Med Educ Online. 2021 Dec;26(1):1920090. doi: 10.1080/10872981.2021.1920090.
Online learning has become the new normal in many medical and health science schools worldwide, courtesy of COVID-19. Satisfaction with online learning is a significant aspect of promoting successful educational processes. This study aimed to identify factors affecting student and faculty satisfaction with online learning during the new normal. Online questionnaires were emailed to students (n = 370) and faculty (n = 81) involved in online learning during the pandemic. The questionnaires included closed- and open-ended questions and were organised into two parts: socio-demographic information and satisfaction with online learning. Descriptive statistics were used to analyse the responses to the satisfaction scales. Students' and faculty responses to the open-ended questions were analysed using the thematic analysis method. The response rate was 97.8% for students and 86.4% for faculty. Overall satisfaction among students was 41.3% compared to 74.3% for faculty. The highest areas of satisfaction for students were communication and flexibility, whereas 92.9% of faculty were satisfied with students' enthusiasm for online learning. Technical problems led to reduced student satisfaction, while faculty were hampered by the higher workload and the required time to prepare the teaching and assessment materials. Study-load and workload, enhancing engagement, and technical issues (SWEET) were the themes that emerged from the thematic analysis as affecting student and faculty satisfaction. Adopting a combination synchronous and asynchronous approach, incorporating different applications to engage students, and timely feedback are imperative to increasing student satisfaction, while institutional support and organisational policy could enhance faculty satisfaction.
在线学习已成为全球许多医学和健康科学学校的新常态，这要归功于 COVID-19。对在线学习的满意度是促进成功教育过程的一个重要方面。本研究旨在确定在新常态下影响学生和教师对在线学习满意度的因素。向参与大流行期间在线学习的学生（n=370）和教师（n=81）发送了在线问卷。问卷包括封闭式和开放式问题，并分为两部分：社会人口统计学信息和对在线学习的满意度。使用描述性统计来分析满意度量表的响应。使用主题分析方法分析学生和教师对开放式问题的回答。学生的回复率为 97.8%，教师的回复率为 86.4%。与教师的 74.3%相比，学生的总体满意度为 41.3%。学生满意度最高的领域是沟通和灵活性，而 92.9%的教师对学生对在线学习的热情感到满意。技术问题导致学生满意度降低，而教师则受到更高的工作量和准备教学和评估材料所需时间的阻碍。学习负荷和工作量、提高参与度和技术问题（SWEET）是从主题分析中得出的影响学生和教师满意度的主题。采用同步和异步相结合的方法，结合不同的应用程序来吸引学生，以及及时的反馈对于提高学生满意度至关重要，而机构支持和组织政策可以提高教师满意度。
