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Background <p>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.</p> Methods <p>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.</p> Results <p>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.</p> Conclusion <p>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.</p>

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Medical students’ perceptions of Telegram messenger as an e-learning tool during the COVID-19 pandemic in Libya

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月3日

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  • Hend Rafa Awad,
  • Abeer Hussein Amer,
  • Ghada Abbas

摘要

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.