IADR Abstract Archives
Practice and Perception of Online Teaching Among Medical Lecturers at the University of Lagos
Objectives: To assess the practice, determine the perception, and factors affecting the practice and perception of online teaching and instruction among lecturers of the College of Medicine, University of Lagos.
Methods: A descriptive cross-sectional study was conducted among 112 lecturers teaching at the College of Medicine, University of Lagos. A multi-stage sampling method was used to select respondents. Data was collected using a self-administered questionnaire. Statistical analysis was carried out using IBM Statistical Package for Social Sciences (IBM-SPSS) Version 26. Descriptive statistics alongside inferential statistics, were carried out to assess relationships between dependent and independent variables, and the level of statistical significance was set as at 5% such that p ≤ 0.05.
Results: 66% of respondents practiced online teaching before the pandemic with 43.6% and 7.3% having good and bad perceptions of online teaching respectively. As at the time of the study, 53.6% and 0.9% of the total respondents had good and bad perceptions of online education. 48.2% of respondents perceived that teaching medical-related courses was different from teaching other disciplines online, with 33.9% and 2.7% selecting reasons for the practical nature of the course and course complexity, respectively. Flexibility, ease, and convenience were the main advantages of online teaching highlighted by 28.6%, 8.9%, and 9.8% of the respondents respectively. Significant disadvantages to online teaching perceived by the respondents include limited participation and interaction by the students (33.1%) and network connectivity (17%).
Conclusions: The majority of the respondents had a good perception of online teaching. The practical nature of the medical course, network access, and restricted student engagement are major factors affecting the practice and perception of online teaching and instruction. With the vast potential of online teaching, further research is needed on the perception of students to create effective and efficient solutions specific to the environment.
Methods: A descriptive cross-sectional study was conducted among 112 lecturers teaching at the College of Medicine, University of Lagos. A multi-stage sampling method was used to select respondents. Data was collected using a self-administered questionnaire. Statistical analysis was carried out using IBM Statistical Package for Social Sciences (IBM-SPSS) Version 26. Descriptive statistics alongside inferential statistics, were carried out to assess relationships between dependent and independent variables, and the level of statistical significance was set as at 5% such that p ≤ 0.05.
Results: 66% of respondents practiced online teaching before the pandemic with 43.6% and 7.3% having good and bad perceptions of online teaching respectively. As at the time of the study, 53.6% and 0.9% of the total respondents had good and bad perceptions of online education. 48.2% of respondents perceived that teaching medical-related courses was different from teaching other disciplines online, with 33.9% and 2.7% selecting reasons for the practical nature of the course and course complexity, respectively. Flexibility, ease, and convenience were the main advantages of online teaching highlighted by 28.6%, 8.9%, and 9.8% of the respondents respectively. Significant disadvantages to online teaching perceived by the respondents include limited participation and interaction by the students (33.1%) and network connectivity (17%).
Conclusions: The majority of the respondents had a good perception of online teaching. The practical nature of the medical course, network access, and restricted student engagement are major factors affecting the practice and perception of online teaching and instruction. With the vast potential of online teaching, further research is needed on the perception of students to create effective and efficient solutions specific to the environment.