Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study

Abstract

Objectives: To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses.

Design: A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire.

Settings: Ten out of 19 randomly selected medical schools in Egypt.

Participants: 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year.

Primary and secondary outcome measures: Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions.

Results: Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student-instructor (8; 32%) and student-student (5; 20%) interactions.

Conclusions: About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience.

Keywords: Computer-Assisted Instruction; Distance Education; Egypt; MOOCs; Medical Education.

Figure 1

Questionnaire branching logic questions and the number of responders to each one.

Figure 2

Student's motives for enrolment in massive open online courses (MOOC's) reported by 136 students.

Figure 3

Enrolment and completion limitations.

Figure 4

Student satisfaction regarding massive open online courses (MOOC's) experience.