Affiliations: [a]
Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| [b]
Department of Oral Biology, Rawal Institute of Health Sciences, Islamabad, Pakistan
| [c]
School of Foreign Languages, Xiamen Institute of Technology, Xiamen, Fujian Province, China
| [d]
Department of General Education, Bahria University Health Sciences, Karachi, Pakistan
| [e]
Department of Business Administration, Iqra University Islamabad, Pakistan
| [f]
Bahria Business School, Bahria University, Islamabad, Pakistan
Correspondence:
[*]
Address for correspondence: Dr. Beenish Fatima Alam, Associate Professor, Department of Oral Biology, Bahria University Dental College, Pakistan. E-mail: [email protected].
Abstract: BACKGROUND:
COVID-19 pandemic had disrupted the teaching in most of the educational institutes worldwide. It has tested the readiness of educational institutes in their ability to deal with crisis. OBJECTIVE:
This study aimed to determine the perception of health sciences faculty toward online education during the period of pandemic in Pakistan. METHODS:
This cross-sectional research determined the perception using online survey which had been taken from the study conducted by Almahasees et al. Questions related to faculty’s perception regarding IT skills, online classes taking more effort than on-campus learning, online platforms having adequate tools to facilitate teaching. Data was analyzed using SPSS. Statistical tests comprised of descriptive statistics and Kruskal-Walli’s test. RESULTS:
From a total of 318 participants, there were 234 females and 84 males. A statistically significant association was identified between field of specialization and competency to teach online (p = 0.022). Faculty stated that more efforts were required to teach online (p < 0.001). Most of the tutors reported virtual sessions helped improved the interaction with their students (p < 0.001). Most of the time faculty had to prompt students to complete their assignments on time (p < 0.001). Many of the faculty members disagreed that delivering virtual sessions from home was quite ineffective (p = 0.221) and reported experiencing distractions (p < 0.001). CONCLUSION:
This study showed that online learning proved less effective than face-to-face learning. The main drawback of distance learning was the lack of teacher-student interaction. Online learning promotes student-centered learning and could be applied in situations of crisis like the COVID-19 pandemic.
