Faculty of Basic Medical Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria.
Centre for Medical Education, School of Medicine, Cardiff University, Cardiff, UK.
BMC Med Educ. 2024 May 9;24(1):515. doi: 10.1186/s12909-024-05508-w.
Online teaching has gained popularity in recent years, but changes have been slower to implement in Lower or Medium Income Countries (LMIC). The aim of this research was to build upon educators' experiences of remote teaching during Covid-19 to inform the development of a blended learning approach for teaching pre-clinical subjects at the Faculty of Biomedical Sciences at Obafemi Awolowo University, Ile-Ife, Nigeria (OAU).
The Critical Incident Technique (CIT) was used in this exploratory study. Participants were invited to either complete an online qualitative questionnaire or take part in an online structured interview, which were hosted on Microsoft platforms. Data were obtained from eighteen educators and were analyzed using thematic analysis.
Findings suggest that most educators (72%) continued to engage with remote teaching post-pandemic. All lab-based practical topics returned to being in-person, and teachers' experiences highlighted that a new blended learning approach should focus on asynchronized online teaching of didactic subjects. Five main themes captured educators' experiences and lessons learned regarding online teaching including: skills and training, teachers' motivation and attitudes, internet and connectivity, learners' behaviors, and socio-economic constraints.
Findings provided additional evidence on the way in which educators in LMIC would like to build upon the positive aspects of online teaching and move towards a blended learning model. However, the implementation of such an approach should consider students' and faculty's needs and socio-economic constraints.
近年来，在线教学越来越受欢迎，但在中低收入国家（LMIC），这种变化的实施速度较慢。本研究旨在借鉴教育工作者在新冠疫情期间远程教学的经验，为尼日利亚奥巴费米·阿沃洛沃大学生物医学科学学院（OAU）临床前学科的混合学习方法的发展提供信息。
本探索性研究采用关键事件技术（CIT）。邀请教育工作者通过在线问卷调查或在线结构式访谈的方式参与研究，调查平台为微软。共获得 18 名教育工作者的数据，并采用主题分析方法进行分析。
研究结果表明，大多数教育工作者（72%）在疫情后仍继续参与远程教学。所有基于实验室的实践课题都恢复了面授，教师的经验表明，新的混合学习方法应侧重于非同步在线教学。五个主要主题捕捉到教育工作者在在线教学方面的经验和教训，包括：技能和培训、教师的动机和态度、互联网和连接、学习者的行为以及社会经济限制。
研究结果提供了更多证据，表明 LMIC 中的教育工作者希望在哪些方面借鉴在线教学的积极方面，并转向混合学习模式。然而，这种方法的实施应该考虑到学生和教师的需求以及社会经济限制。
