DOI: http://dx.doi.org/10.18203/2394-6040.ijcmph20211993

Knowledge and perception of massive open online courses among medical students of Perambalur district, Tamilnadu, India

Rakesh Kumar, S. Rajesh, K. Rajesh Kanna, S. Rohit Sujin

Abstract


Background: Coronavirus outbreak has forced a prolonged closure of educational institutes all over world including India which have affected the regular classroom studies and skill acquisition by students. The aim of the study was to assess the knowledge and perception regarding mass open online courses (MOOC) among medical students.

Methods: A web-based cross-sectional study using google form survey tool was conducted among undergraduate medical students. Questions were asked on demographic information, use and accessibility of information technologies, awareness and utilization of MOOC and barriers and motivations for course enrollment and completion.

Results: Overall 224(54.9%) of medical students had ever heard about MOOC. Out of them, only 31.6% students had actually enrolled for any online course. Further, course completetion rate was only 11.6%. Age and year of study was significantly associated with enrolment to MOOC. Important motivation for enrolment were learning new thing, learning medicine and for better career prospects while common barriers were low internet speed and lack of time. Among those who completed the course, most of them had a satisfactory or very satisfactory level of satisfaction with regard to overall experience, quality of presented material, technology used, and video lectures.

Conclusions: There is poor awareness and utilization of MOOC among medical students which can hamper their learning particularly in absence on regular classroom teaching. There is need of blended curriculum harnessing the advantages of MOOC platform which will aid students continue learning in difficult times.


Keywords


Online, Learning, Education, Medical, Open, MOOC

Full Text:

PDF

References


Gamhewage G, Utunen H, Attias M, George R. Fast-tracking WHO’s COVID-19 technical guidance to training for the frontline. Weekly epidemiological record WHO. 2020;95(23):257-64.

Frehywot S, Vovides Y, Talib Z, Mikhail N, Ross H, Wohltjen H, et al. E-learning in medical education in resource constrained low- and middle-income countries. Hum Resour Health. 2013;11:4.

Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine: review. J Med Internet Res. 2014;16(8):191.

Goldberg LR, Crocombe LA. Advances in medical education and practice: role of massive open online courses. Adv Med Educ Pract. 2017;8:603-9.

Aboshady OA, Radwan AE, Eltaweel AR, Azzam A, Aboelnaga AA, Hashem HA, et al. Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study. BMJ Open. 2015;5(1):6804.

Medical Council of India. Competency based undergraduate curriculum for the Indian Medical Graduate. New Delhi: MCI. 2018: 12.

Swayam Prabha. The National Programme on Technology Enhanced Learning (popularly known as NPTEL). Available at: https://dth.ac.in/medical/about_nptel.php. Accessed on 20 March 2021.

Jiang S, Schenke K, Eccles JS, Xu D, Warschauer M. Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. PLoS One. 2018;13(9):202463.

Milligan C, Littlejohn A. Why Study on a MOOC? The Motives of Students and Professionals. International Review of Res in Open and Distributed Learning. 2017;18(2):92-100.