Medical Students' Perceptions of Telegram Messenger as an E-Learning Tool during the COVID-19 Pandemic in Libya
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| Title: | Medical Students' Perceptions of Telegram Messenger as an E-Learning Tool during the COVID-19 Pandemic in Libya |
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| Language: | English |
| Authors: | Hend Rafa Awad, Abeer Hussein Amer, Gada Abass |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, COVID-19, Pandemics, Medical Education, Medical Students, Online Courses, Technology Uses in Education, Student Attitudes, Barriers, Access to Internet, Electronic Learning, Telecommunications, Handheld Devices |
| Geographic Terms: | Libya |
| DOI: | 10.1007/s44217-025-00717-x |
| ISSN: | 2731-5525 |
| Abstract: | Background: The COVID-19 pandemic significantly disrupted education globally, particularly in contexts like Libyan medical education, which traditionally relies on in-person classroom teaching. This study investigates the perceptions of medical students regarding online learning implemented during the pandemic. Methods: A cross-sectional study was conducted from March to April 2022, involving 299 first- and second-year medical students (220 females, 79 males) from the Faculty of Medicine, University of Benghazi. Data were collected using a questionnaire assessing attitudes towards and challenges of online learning via the Telegram application. Results: Students demonstrated a positive overall attitude towards online learning during the COVID-19 period. Specifically, 35.7% of students agreed or strongly agreed that online learning was beneficial. The most significant challenges reported were unreliable internet connections and technical difficulties reported by 38.1% of students. Conclusion: While online learning, incorporating both live classes and recorded videos, can serve as a valuable supplementary tool in the medical education curriculum, it should not replace interactive face-to-face classroom learning or practical sessions. Addressing issues related to internet connectivity and technical support is crucial for optimizing the online learning experience. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479157 |
| Database: | ERIC |
| Abstract: | Background: The COVID-19 pandemic significantly disrupted education globally, particularly in contexts like Libyan medical education, which traditionally relies on in-person classroom teaching. This study investigates the perceptions of medical students regarding online learning implemented during the pandemic. Methods: A cross-sectional study was conducted from March to April 2022, involving 299 first- and second-year medical students (220 females, 79 males) from the Faculty of Medicine, University of Benghazi. Data were collected using a questionnaire assessing attitudes towards and challenges of online learning via the Telegram application. Results: Students demonstrated a positive overall attitude towards online learning during the COVID-19 period. Specifically, 35.7% of students agreed or strongly agreed that online learning was beneficial. The most significant challenges reported were unreliable internet connections and technical difficulties reported by 38.1% of students. Conclusion: While online learning, incorporating both live classes and recorded videos, can serve as a valuable supplementary tool in the medical education curriculum, it should not replace interactive face-to-face classroom learning or practical sessions. Addressing issues related to internet connectivity and technical support is crucial for optimizing the online learning experience. |
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| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00717-x |
