Abstract
Aim: This study aimed to evaluate distance education experience by health science students during COVID-19 pandemic in relation to sociodemographic factors.
Methods: A total of 192 health science students having distance education during pandemic via a live lesson system were included in this questionnaire-based survey. The online questionnaire form elicited items on participant characteristics, and personal opinions and experience on distance education, which were evaluated overall and with respect to gender, university (state vs. foundation) and place of residence (urban vs. rural) subgroups.
Results: Only 38.0% and 22.4% of students considered distance education to be sufficient for theory-based and practical-based courses, respectively. Distance education was considered less advantageous than on-campus education in terms of focusing the practical-based courses by 55.2% of students, and to be less effective in terms of gaining knowledge by 45.8%. Ability to record and later access to live lectures (61.5%, more commonly by males and for urban location) and pacing options (29.2%, more commonly by females and for rural location) were the most commonly reported advantages of distance education, while the most commonly reported disadvantages were technical problems (33.9%, more commonly for foundation universities and rural location), need for strong self-motivation/discipline (33.3%, more commonly for state universities and rural location) and lesser learning efficiency (29.2%, more commonly by females). Most of the students reported problems in regularly following the practical-based live courses (62.0%) and difficulties with following live courses due to limited personal access to a computer and the internet (82.8%). Distance education was considered less advantageous than on-campus education in terms of focusing the practical-based courses by 55.2% of students, and to be less effective in terms of gaining knowledge by 45.8%.
Conclusions: Our findings revealed that distance education experience during the COVID-19 pandemic was considered not satisfactory, particularly for practical-based courses, by most health science students. Technical and infrastructural resources, the compatibility of content and learning materials with the purpose of the course and the teaching skills and compliance of the instructors were considered as the major challenges in distance education, while the ability to record and later access to live lectures and pacing options were the main advantages of distance education.