Tanta University
Faculty of Medicine
Public Health & community Medicine Department
Research Project Module
Perception of Online versus Face-to-Face Learning
among Students at Faculty of Medicine, Tanta
University
تصورات الطالب حول التعلم عبر اإلنترنت مقارنة
جامعة،بالتعلم وجًه ا لوجه بين طالب كلية الطب
طنطا
Under Supervision of:
Prof. Ibrahim Ali Kabbash Prof. of
Public Health and Community
Medicine Faculty of Medicine Tanta
University
Ph. Dalia Sabry Abd EL Rahman Mohamed
Demonstrator at Public Health and
Community Medicine Department
Faculty of Medicine
Participants:
Name:
Israa Nasr Ali
Islam Ahmed Shawky
Islam Samer Rafek
Islam Ali Hamza
Islam Yasser Ibrahim
Asmaa Esmat Hamed
Ashraf Alaaelden Mohamed
Alaa Aiman Mosad
Alaa Mostafa Mohamed
Alaa Nazeer Mohamed
Al-Hassan Basiouny Abdelmonium
Alice George Botros
Introduction
Education at all levels serves as a cornerstone for the establishment and emancipation of a
state. The more educated a country is, the more developed and powerful that country will be.
Designing appropriate curricula and programs for each educational level, as well as creating the
necessary and adequate conditions for teaching, are significant challenges for stakeholders and
institution heads. Since the commencement of the educational system, education has always been
founded on an interactive relationship between the teacher and the student, which takes place in
traditional classrooms face‐to‐face. Even though Barrot et al. state that educational systems
around the world have undergone substantial changes as a result of the ever‐expanding influence
[1]
of technology. The advent of online learning as a new alternative where teachers’ virtual
lessons in an interactive manner, exhibits materials effectively, and enable interaction and
collaboration among students, has been more visible in the last two decades. ]1,2[
Almost all educational systems in world including Egypt are focused on traditional learning
methods, but during the last few years, it seems that some colleges, largely private, have begun
to implement mixed learning online and face to face.]3[ In study conducted at United Arab of
Emirates (UAE) university in the Middle East in 2019, half of the students considered online
classes to be either equal to or superior to face-to-face learning. ]4[ Similarly, studies conducted in
countries like Liberia and Egypt in 2021, suggested that students’ acceptance of e-
learning was high. ]5[
Globally, 13.5% of the population is actively using online learning platforms as of 2024.
Countries like China lead with a user penetration rate of 21.9%. Approximately 98% of
universities now offer online courses, reflecting a significant shift post-endemic.]3,4,5 [
The
percentage of online learning usage in Egypt has grown significantly, particularly after the
COVID-19 pandemic accelerated the adoption of digital tools in education. Around 23% of
Egyptian learners used online learning platforms during the pandemic, and this trend has
persisted, especially in higher education and professional training contexts.]5[
The spread of online learning over face to face in last few years is due to some reasons. The
main reason was the COVID-19 and some advantage of online learning such as higher
convenience, reduction in travel expenses, reduced air pollution due to lower traffic, and easier
access to learning resources irrespective of the time and location.]6,7[
But there are some disadvantages which we hope to overcome such as poor internet access,
computer illiteracy, and poor internet connections. Flexibility of time may be a limitation of e-
learning in cases where students lack self-discipline. ]8[
Understanding students’ perceptions regarding conventional face-to-face classes compared to
online teaching sessions is crucial to help in knowing the drawbacks and suggestions
for solving them.
Study Questions:
1. What are the students’ perceptions of online learning compared to face-to-face learning?
2. What are the advantages and disadvantages of each learning modality from the students'
perspective?
3. How do these perceptions influence students' academic performance and engagement?
Study Hypothesis:
There is a significant difference in students' acceptance and perceptions of online learning and
face-to-face learning at the Faculty of Medicine, Tanta University.
Aims, Objectives, and Goal:
Goal:
To enhance the quality of medical education by understanding the strengths and weaknesses of
online and face-to-face learning, ultimately contributing to better academic and professional
outcomes for medical students in Egypt.
Aim:
To explore and compare the perceptions of medical students at Tanta University regarding
online learning and face-to-face learning, focusing on their academic engagement, satisfaction,
and performance.
Objectives:
1. Assess the perceptions of medical students regarding the effectiveness of online learning
versus face to face learning.
2. Compare the advantages and disadvantages of online versus face-to-face learning from the
students' perspective.
3. Analyze the impact of these perceptions on academic performance and engagement.
Methodology:
1. Study Design:
It will be a cross-sectional study.
2. Study Settings:
The study will be conducted at the Faculty of Medicine, Tanta University.
Tanta University enrolls students from Egypt’s governorates in the Nile Delta and has more
than 1200 medical students at the Faculty of Medicine each year from years 1 to 5, with a
population of 6000 students among all medical years.
Faculty of Medicine at Tanta University offers a 5-year program which is a combination of
online learning and face to face learning leading to the Bachelor of Medicine and Surgery
(MBBCh) degree, followed by a 2-year internship to obtain a license to practice. The first five
years focus on foundational health sciences and clinical skills, with gradual integration into
clinical practice, while the final two years are dedicated to intensive practical training and
hospital-based work.
Additionally, Tanta University has recently introduced a new program called the Competency-
Based Medical Bachelor Program (CBMBP), which adopts innovative teaching methods such as
Problem-Based Learning (PBL) within the 5+2 framework.]9[
[Link] duration:
The study will span from the beginning to the end of the academic semester.
4. Study Participants:
Target Population: The target population consists of medical students enrolled at the Faculty of
Medicine, Tanta University.
Study Population: The study will focus on students from both the first and final academic years,
representing a broad range of experiences within the medical program. Both male and female
students will be included to ensure gender diversity and a comprehensive understanding of
students’ perceptions.
Sample size:
The sample size required to detect the outcome in this study is calculated by Epi info
program TM version 7 produced by the Centers for Disease Control and Prevention (CDC) in
USA.
The values required for calculation are:
1- The confidence level set at 95%
2- The preference of online learning over face to face learning was (30.2%) according to a
previous study.]10[
3- The acceptable margin of error around the prevalence is estimated to be 5%. The total
sample size calculated by the program is equal to [N=324].
5. Sampling Method:
A clustered random sampling technique will be used to ensure proportional representation of
students from different academic years. Each academic year has 10 practical sections (clusters),
the study will involve one or two clusters from first and fifth academic year each to ensure the
required sample size. Choosing of clusters will be by simple random sampling.
6. Data Collection Method and tool:
Data will be collected through a structured online questionnaire distributed to participants. The
questionnaire will include sections on demographics, perceptions of online learning, perceptions
of face-to-face learning, and a comparison between the two modalities.
1. Demographic information:
Age, gender, academic year, and field of study.
2. Effectiveness of Online vs. Face-to-Face Learning:
Perceptions of engagement levels in online vs. face-to-face settings.
Comparison of content delivery, understanding, and retention between the two formats.
Interaction quality with instructors and peers in both online and face-to-face learning
environments.
Flexibility and convenience of learning in both settings.
3. Challenges in Online vs. Face-to-Face Learning:
Challenges specific to face-to-face learning (e.g., commuting, classroom distractions, or rigid
schedules).
Challenges unique to online learning (e.g., technical difficulties, isolation, or lack of discipline).
Adaptability and ease of transitioning between the two modes.
4. Impact on Academic Performance and Motivation:
Comparison of academic performance in face-to-face vs. online settings.
Impact of face-to-face classroom dynamics on motivation and participation.
Perceived effectiveness of instructor feedback in both environments.
5. Preferences for Blended Models:
Ideal balance between online and face-to-face learning (e.g., percentage split).
Specific advantages of face-to-face classes (e.g., hands-on activities, live discussions).
Specific advantages of online learning (e.g., flexibility, self-paced study).
6. Support Systems for Both Modes:
Availability of institutional support for both face-to-face and online learning (e.g., counseling,
technical assistance, teacher engagement).
Suggestions to enhance both face-to-face and online learning experiences.
Resources needed to improve learning outcomes in either mode (e.g., better facilities,
access to technology).
7. Statistical Analysis of Data:
- Statistical analysis of the present study will be conducted using the software of the Statistical
Package for Social Sciences, SPSS Inc. Chicago, IL, USA, version 25.
- Qualitative data will be summarized in numbers and percentages while quantitative data will be
summarized as mean, and standard deviation, median and interquartile range (IQR).
- Tests of significance will be applied in its right place. The level of significance will be adopted
at the 5% and the significance threshold (P value) will be set at 0.05.
8. Ethical Consideration:
- Ethical considerations of the study will be carried out according to the guidelines of the
Ethical Committee for Research at Tanta Faculty of Medicine.
- Formal informed consent will be obtained from all participants in the study
- The purpose of the study will be explained to all participants
- Confidentiality of the collected data will be ensured and will not be used for any purpose
other than the scientific research.
References:
1. Barrot JS, Llenares II, Del Rosario LS. Students' online learning challenges during the
pandemic and how they cope with them: the case of the Philippines. Educ Inform Technol.
2021;26(6):7321‐7338.
2. Garcia R, Falkner K, Vivian R. Systematic literature review: self‐regulated learning
strategies using e‐learning tools for computer science. Comp Educ. 2018;123:150‐163.
3. Balliu V. Modern teaching versus traditional teaching—Albanian teachers between challenges
and choices. Eur J Multidiscipl Stud. 2017;4(4):20‐24.
4. Salloum SA, Alhamad AQ, Al-Emran M, Monem AA, Shaalan K. Exploring students’
acceptance of e-learning through the development of a comprehensive technology acceptance
model. IEEE Access. 2019;7:128445–128462.
5. Motte-Signoret E, Labbé A, Benoist G, Linglart A, Gajdos V, Lapillonne A. Perception of
medical education by learners and teachers during the COVID-19 pandemic: a cross-sectional
survey of online teaching. Med Educ Online. 2021;26:1919042.
6. Salem AH. Randomized controlled trial of simulation-based teaching versus traditional
clinical instructions in nursing: a pilot study among critical care nursing students. Int J Nurs
Educ. 2015;7:277.
7. Lassoued Z, Alhendawi M, Bashitialshaaer R. An exploratory study of the obstacles for
achieving quality in distance-learning during the COVID-19 pandemic. Educ Sci. 2020;10:232.
8. Blissitt AM. Blended learning versus traditional lecture in introductory nursing
pathophysiology courses. J Nurs Educ. 2016;55:227–230
9. Oreb HA, Shahin MR, Awad Allah MT, Hegazy AH, Alshakhs MA, Alaithan AM,
Alhindi AAM, Kabbash IA. Medical students’ perceptions, experiences, and barriers towards
research implementation at the Faculty of Medicine, Tanta University. BMC Med Educ. 2023
Nov 27; 23:48.
10. Rao P, Panja S, Chattopadhyay M, Biswas J, Dhali A, Dhali GK. Perception of online
learning among undergraduate medical students of Eastern India: a cross-sectional study. Cureus.
2022 Dec;14(12):e32580. doi:10.7759/cureus.32580.
المقدمة
ُتعّد العملية التعليمية في جميع مستوياتها حجر الزاوية لبناء الدولة وتنميتها .فكلما ازدادت معدالت
التعليم في بلد ما ،زادت قوته وتطوره .يمثل تصميم المناهج الدراسية المناسبة لكل مستوى
تعليمي ،باإلضافة إلى توفير الظروف المالئمة للتعليم ،تحدًيا كبيًر ا أمام المعنيين بإدارة المؤسسات
التعليمية.
منذ بداية النظم التعليمية ،تأسست العملية التعليمية على التفاعل المباشر بين المعلم والطالب
داخل الفصول الدراسية التقليدية وجًها لوجه .ومع ذلك ،شهدت األنظمة التعليمية حول العالم
تغيرات جوهرية بفعل التأثير المتزايد للتكنولوجيا ،وفًقا لما ذكره باروت وآخرون.
لقد أصبح التعلم عبر اإلنترنت بدياًل جديًدا يتضمن تقديم دروس افتراضية للمعلمين بطريقة تفاعلية،
وعرض المواد بشكل فعال ،وتمكين التفاعل والتعاون بين الطالب .وكان هذا التوجه أكثر وضوًح ا
خالل العقدين الماضيين.
على الرغم من أن معظم األنظمة التعليمية حول العالم ،بما في ذلك مصر ،ما زالت تعتمد على
الطرق التقليدية ،إال أن بعض الكليات ،خاصًة الخاصة منها ،بدأت في السنوات األخيرة بتطبيق
نماذج تعليم مختلطة تشمل التعليم عبر اإلنترنت والتعليم وجًها لوجه.
في دراسة ُأجريت في جامعة اإلمارات العربية المتحدة عام ،2019اعتبر نصف الطالب أن الفصول
عبر اإلنترنت تضاهي أو تفوق الفصول وجًها لوجه .كما أظهرت دراسات ُأجريت في دول مثل ليبيريا
ومصر عام 2021أن قبول الطالب للتعلم اإللكتروني كان مرتفًعا.
على الصعيد العالمي ،يستخدم حوالي %13.5من السكان منصات التعلم عبر اإلنترنت حتى عام
،2024حيث تتصدر الصين بمعدل انتشار .%21.9كما أن حوالي %98من الجامعات تقدم اآلن دورات
تعليمية عبر اإلنترنت ،مما يعكس تحواًل كبيًر ا بعد انتهاء الجائحة.
في مصر ،شهد استخدام التعليم عبر اإلنترنت نمًوا ملحوًظا ،خاصة بعد جائحة كوفيد 19 -التي
ساهمت في تسريع اعتماد األدوات الرقمية في التعليم .فقد استخدم حوالي %23من المتعلمين
المصريين منصات التعليم عبر اإلنترنت خالل الجائحة ،واستمر هذا االتجاه ،ال سيما في التعليم
العالي وبرامج التدريب المهني.
االنتشار المتزايد للتعلم عبر اإلنترنت مقارنة بالتعلم وجًها لوجه خالل السنوات األخيرة ُيعزى إلى
عدة أسباب ،أبرزها جائحة كوفيد 19-ومزايا التعلم عبر اإلنترنت مثل الراحة األكبر ،تقليل تكاليف
التنقل ،تقليل التلوث الهوائي نتيجة قلة حركة المرور ،والوصول السهل إلى الموارد التعليمية بغض
النظر عن الزمان والمكان.
لكن هناك بعض العيوب التي نأمل في التغلب عليها ،مثل ضعف الوصول إلى اإلنترنت ،نقص
مهارات الحاسوب ،وضعف االتصاالت .كما أن مرونة الوقت قد تمثل تحدًيا في حالة افتقار الطالب
لالنضباط الذاتي.
لذا ،فإن فهم تصورات الطالب حول الفصول التقليدية وجًها لوجه مقارنة بجلسات التعليم عبر
اإلنترنت أمر بالغ األهمية للمساعدة في التعرف على العيوب وتقديم االقتراحات لحلها.
أسئلة الدراسة:
-1ما هي تصورات الطالب حول التعلم عبر اإلنترنت مقارنة بالتعلم وجًها لوجه؟
-2ما هي مزايا وعيوب كل من الطريقتين من وجهة نظر الطالب؟
-3كيف تؤثر هذه التصورات على األداء األكاديمي ومشاركة الطالب؟
فرضية الدراسة:
هناك فرق كبير في قبول الطالب وتصوراتهم للتعلم عبر اإلنترنت مقارنة بالتعلم وجًها لوجه في كلية
الطب ،جامعة طنطا.
األهداف والغايات:
الهدف العام:
تحسين جودة التعليم الطبي من خالل فهم نقاط القوة والضعف في كل من التعلم عبر اإلنترنت
والتعليم وجًه ا لوجه ،مما يساهم في تحقيق نتائج أكاديمية ومهنية أفضل لطالب الطب في مصر.
األهداف المحددة:
.1تقييم تصورات طالب الطب حول فعالية التعلم عبر اإلنترنت مقارنة بالتعلم وجًها لوجه.
.2مقارنة مزايا وعيوب كل من الطريقتين من وجهة نظر الطالب.
.3تحليل تأثير هذه التصورات على األداء األكاديمي ومشاركة الطالب.
المنهجية:
-1تصميم الدراسة:
ستكون الدراسة مقطعية.
-2مكان الدراسة:
سُتجرى الدراسة في كلية الطب ،جامعة طنطا.
-3مدة الدراسة:
ستمتد الدراسة من بداية الفصل الدراسي وحتى نهايته.
-4المشاركون في الدراسة:
ستشمل الدراسة طالب الطب من السنة األولى والسنة الخامسة لضمان التنوع.
-5حجم العينة وطريقة االختيار:
سيتم اختيار 324طالًبا باستخدام تقنية العينة العشوائية العنقودية.
-6أدوات جمع البيانات:
سيتم استخدام استبيان إلكتروني يتضمن:
معلومات ديموغرافية.
تصورات حول التعلم عبر اإلنترنت.
تصورات حول التعلم وجًها لوجه.
مقارنة بين الطريقتين.
-7تحليل البيانات:
سيتم استخدام برنامج SPSSلتحليل البيانات.
سيتم عرض البيانات النوعية كأعداد ونسب مئوية والبيانات الكمية كمتوسطات وانحرافات معيارية.
سيتم اعتماد مستوى داللة .0.05
-8االعتبارات األخالقية:
سيتم الحصول على موافقة أخالقية من لجنة األخالقيات بكلية الطب.
سيتم شرح الهدف من الدراسة للمشاركين مع ضمان سرية البيانات.
