COUNS-EDU The International Journal of Counseling and Education Vol.6, No.1, 2021, pp. 19-25 | p-ISSN: 2548-348X- e-ISSN: 2548-3498 http://journal.konselor.or.id/index.php/counsedu DOI: 10.23916/0020210633410 Received on 03/21/2021; Revised on 04/16/2021; Accepted on 05/13/2021; Publishedon 06/21/2021 19 A descriptive analysis of the paradigm shift from real to reel classroom during covid-19 pandemic Anuradha Yadav *)1 , Kavita Yadav 1 , Manisha Sankhla 1 1 Department of Physiology, Sawai Man Singh Medical College, Jaipur (Rajasthan), India * ) Corresponding author, e-mail: dr.anuradhayadav@yahoo.co.in Abstract Medical educational institutes have begun offering online classes in preparation for the COVID-19 pandemic. The course work of MBBS phase-I was completed by an online mode of teaching, but the students' satisfaction feedback is still needed to improve online teaching. After receiving approval from the institutional ethical committee, the feedback from 250 Phase-I MBBS students was collected. The student participation was voluntary and 212 students respond about online-classes feedback on the google form. The data were collected and analyzed in Excel and SPSS software. p-value <.05 was considered significant. The majority of students (90 percent of males and 94 percent of females) use their smartphones to attend online classes, and the majority of students experience network problems often or sometimes; only 6% of students were rarely affected by network issues. Only a quarter of students were satisfied with the online mode of teaching, half were neutral and the remaining quarter were unsatisfied. The internet access issue (p-value=0.101) as well as satisfaction level (p-value =0.985) were not affected by the student residence (urban/rural). The majority of students (62%) prefer face-to-face learning in the classroom, whereas 1/4th prefer watching a live playback video of online lectures and only 1/10th choose live-online sessions. Only one-fourth of students were satisfied with online classes and the majority of students suffer from the quality of internet services. Students prefer face-to-face interactive classroom learning. Students acknowledge the benefits of online teaching with the need for further improvement. Keywords: Covid-19, internet, online-teaching, satisfaction, student How to Cite: Yadav, A., Yadav, K., & Sankhla, M. (2021). A descriptive analysis of the paradigm shift from real to reel classroom during Covid-19 Pandemic. COUNS-EDU: The International Journal of Counseling and Education, 6(1). doi: http://dx.doi.org/10.23916/0020210633410 This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. Introduction The COVID-19 pandemic has engulfed more than 215 countries around the world, with many of them experiencing lockdowns. (World Health Organization, 2020). Academics were among the first few sectors that faced rapid shut down of all its operations (Nicola M. et al., 2020). The COVID-19 pandemic has put thousands of schools and higher education institutions under lockdown, affecting millions of students (Crawford J. et al., 2020). All schools and colleges have been closed and internal and semester examinations postponed. The closure of schools, colleges, and universities has brought many challenges to the education system (Cox J., 2019). In this situation, all educational institutions have adopted the use of online technology as a solution for teaching students (Kumar S., 2019). The online instructional design strategy was planned and implemented in a crisis and risk management mode to mitigate the negative effects of the COVID-19 pandemic (Qandil A.M. & Abdel-Halim H., 2015). There are various tools and platforms used in the mailto:dr.anuradhayadav@yahoo.co.in http://dx.doi.org/10.23916/0020210633410 COUNS-EDU  Vol.6, No.1, 2021, pp. 19-26 Available online: http://journal.konselor.or.id/index.php/counsedu Yadav, A., et al. A descriptive analysis of the paradigm shift ... | 20 Indonesian Counselor Association (IKI) | DOI: 10.23916/0020210633410 education sector to respond closure of schools and colleges like Zoom, Google hangout, Microsoft meet, Google classroom, WebEx, etc (Izenstark A. & Leahy K.L.,2015; Mukhtar K., et al., 2020). In these circumstances, the proposed research was hypothesized to analyze the satisfaction level of students towards the quality of the online mode of teaching to improve online teaching in the future. The present research also aimed to find the association of place of residence (urban/rural) with online teaching satisfaction and with network connectivity issues. Method A cross-sectional observational study was carried out on phase-I MBBS students from October to December 2020, after the approval of the institutional ethics committee. Every student of phase I MBBS was eligible for the study purpose considered as a source of population. Students who gave consent for this online survey were included in this study, whereas students not attending the online teaching or not respond to the google form were excluded from the study. The Webex online platform was chosen for virtual teaching by the institute. A predesigned proforma on Google form was sent online via WhatsApp and Email to all medical students for taking their feedback regarding online teaching. The Linkert scale-based structures questionnaire was used to assess student’s satisfaction, the attitude of students, and internet connectivity barriers with online teaching. The participant briefed about the study’s aims, the confidentiality of their responses, and the freedom to decline to answer any question or to withdraw from the study altogether. The data was collected in google form excel sheet and further analyzed by using excel and SPSS software (version 20). The data was presented in percentage and proportions and analyzed with the chi-square test. The statistical significance was fixed at a p-value less than . Results and Discussions The present study analyzed the satisfaction level of medical students towards online teaching and other problems faced during the online study in the pandemic period. The present study response rate was 85%. Medical students equally belong to both urban and rural areas. The majority of students were male (2/3rd) and the remaining 1/3rd were female participants. The predominant age group was 19 to 20 after that 20-21, 18-19, > 21 years (Table 1). Table 1 Most of the students including both males (90%) and females (94%) used a smartphone to attend online classes while only a lesser number (5-10%), mainly male and urban students used laptops or desktops to attend online classes (Table 2). Study Groups Number (%) Gender Male 135 (63) Female 77 (27) Residence Urban 101 (48) Rural 111 (52 Age Group (Years) 18-19 51 (24) 19-20 69 (33) 20-21 58 (27) >21 34 (16) COUNS-EDU  The International Journal of Counseling and Education Vol.6, No.1, 2021 A descriptive analysis of the paradigm shift ... | 21 Indonesian Counselor Association (IKI) | DOI: 10.23916/0020210633410 Table 2 Users Category Smartphone Number (%) Laptop/ Desktop Number (%) Both Number (%) Total Number Gender Male 121 (90) 1 (.7) 13 (9.3) 135 Female 72 (94) 1 (1) 4 (5) 77 Residence Urban 88 (87) 2 (2) 11(11) 101 Rural 105 (95) 0 (0) 6 (5) 111 Almost half of the students often face network problems and the other half sometimes face network problems during online classes, and only 6% of students rarely suffer from network issues (Figure 1). Figure 1 When we compare network problems in urban and rural areas students, a non-significant relationship observed between the area of residence (urban/rural) and network problems during the online study, χ 2(2, N=212) = 4.58, P =0.101 (Table 3). Table 3 Network problem Area of Residence Total χ2 df p-value Urban Number (%) Rural Number (%) Rare 7(7%) 5(5%) 12 (6%) 4.58 2 .101 Sometimes 55 (55%) 47 (42%) 102 (48%) Often 39 (39%) 59 (53%) 98 (46%) Total 101 (100%) 111 (100%) 212 (100%) χ2= Chi-Square, df= degree of freedom, p-value= level of significance Almost half of the students were neutral about the satisfaction level of online classes, 1/4th was unsatisfied and the remaining 1/4th was satisfied, while only 5% strongly unsatisfied and only 2% were strongly satisfied (Figure 2). COUNS-EDU  Vol.6, No.1, 2021, pp. 19-26 Available online: http://journal.konselor.or.id/index.php/counsedu Yadav, A., et al. A descriptive analysis of the paradigm shift ... | 22 Indonesian Counselor Association (IKI) | DOI: 10.23916/0020210633410 Figure 2 More than half of students (56%) consider the quality of online learning as average and only 21% and 5% consider it good and very good, respectively while 12% and 6% consider it poor and very poor, respectively (Figure 3). Figure 3 The majority of students (62%) prefer face-to-face learning in class, whereas 1/4th of the students prefer watching live playback videos of online lectures. Only 1/10th of students preferred the live online classes (Figure 4). Figure 4 COUNS-EDU  The International Journal of Counseling and Education Vol.6, No.1, 2021 A descriptive analysis of the paradigm shift ... | 23 Indonesian Counselor Association (IKI) | DOI: 10.23916/0020210633410 Table 4 Level of satisfaction of online teaching Area of Residence Total χ2 df p-value Urban Number (%) Rural Number (%) Strongly Satisfied 2 (2%) 3 (2.7%) 5 (2.4%) .37 4 .985 Satisfied 25 (24.8%) 30 (27%) 55 (25.9%) Neutral 44 (43.6%) 47 (42.3%) 91 (42.9%) Unsatisfied 25 (24.8%) 25 (22.5%) 50 (23.6%) Strongly Unsatisfied 5 (5%) 6 (5.4%) 11 (5.2%) Total 101 (100%) 111 (100%) 212 (100%) χ2=Chi- square, df= degree of freedom, p-value= level of significance The majority of students (> 50%) were not in favor of online classes and 1/4th was neutral, students acknowledge that they were not actively involved in online classes. At the same time, students admit the benefits of online classes like time-saving and less exertion, and in favor of the technology used by the institution and show the interest that the online class learning should be combined with classroom learning in the future (Table 5). Table 5 n= Number of students During the COVID-19 pandemic, almost all teaching institutions worldwide adopted online learning (Al-Shehri A.M., 2010). The quality and speed of the internet, the ease of access to online resources, the availability of appropriate academic institution infrastructures, and the readiness of both instructors and students to adapt to this technology all play a role in the success of distance online learning (Childs S., et al., 2005; Cantrell S.W., et al., 2008; Kohan N., et al., 2017). Students Experience Strongly Agree n (%) Agree n (%) Neutral n (%) Disagree n (%) Strongly Disagree n (%) Online teaching is better in learning than conventional classroom learning 9(4%) 26(13%) 43(20%) 73(34%) 61(29%) Attending online classes provides a more comfortable environment 27(13%) 70(32%) 42(20%) 52(25%) 21(10%) Online classes are less expensive as no need to go anywhere 31(15%) 96(45%) 56(27%) 21(10%) 8(3%) Online classes reduce physical exertion due to no traveling 35(17%) 106(50%) 30(14%) 30(14%) 11(5%) Online classes help in saving time for self-learning due to no traveling 35(17%) 90(42%) 43(20%) 35(17%) 9(4%) In online classes, students are not actively involved in their learning. 53(25%) 87(41%) 36(17%) 24(11%) 12(6%) The quality of online teaching is dependent on the computer skills of the teacher 14(7%) 71(33%) 64(30%) 54(26%) 9(4%) Technology that is used for online teaching is reliable 9(4%) 74(35%) 87(41%) 34(16%) 8(4%) Online learning should be combined with classroom learning in the future 36(17%) 100(47%) 34(16%) 26(12%) 16(8%) COUNS-EDU  Vol.6, No.1, 2021, pp. 19-26 Available online: http://journal.konselor.or.id/index.php/counsedu Yadav, A., et al. A descriptive analysis of the paradigm shift ... | 24 Indonesian Counselor Association (IKI) | DOI: 10.23916/0020210633410 The present study participants were both male (2/3rd) and females (1/3rd) and belong to both urban and rural localities in nearly equal strength. The majority of students were from the 18-21 years of age group. Most of the students attend their classes online by smartphone while only a tenth part of students uses both laptop/desktop and smartphone, and this 1/10th part reduced to half (5%) regarding female and rural students. The present study found that one-fourth of students were dissatisfied with online classes, while nearly half were neutral, and the remaining one-fourth were satisfied with the online style of teaching. Similarly, nearly half of students’ rates average for the overall quality of the online teaching programs. In contrast to the present study, Rathee N. & Sarkar C. (2020) found that 97 percent of school and college- going students in West Bengal of India were satisfied with online teaching. In the present study, most of the students (94%) face internet connectivity problems (often-46%, sometimes 48%), while only 6% of students rarely faced any network issue during online classes. The place of stay of students during lockdown did not significantly influence their satisfaction level and internet access. Internet connectivity issues adversely impacted learning via online modalities, Bao W. (2020) also finds the same results, but merely improving internet package/speed would help to overcome the aforesaid problem. The larger portion of medical students (6/10th) prefer face-to-face learning after that 3/10th section of students prefer watching live playback or recorded video, and only 1/10th of students were in favor of live broadcast. The majority of students believe that online learning allowed them to continue their education in the same way the traditional approach does in the phase of pandemic, but they favored face- to-face instruction over online learning. Similarly, a study from Australia (Kemp N. & Grieve R., 2014) reported that undergraduate students preferred traditional classrooms and face-to-face interactions over online learning for the completion of their written competencies, despite the fact that there was no significant difference in academic performance between the two learning methods. In contrast, a study from Jordan (Sowan A.K. & Idhail J.A., 2014) indicated that virtual class participants had a higher mean success score for nursing laboratory students than regular class attendees. While a third study from the USA (Brockman R.M., et al., 2020) illustrated that the majority of medical students favored blinded learning methods for their microbiology laboratory course, which included both online and in-person laboratory practice. Most of the students agreed that online learning is flexible, less expensive with no exertion, easy to administer and access, and requires fewer resources and time. Still attending classes traditionally in-person allows the academic and social interaction between the students and instructors and among students; nevertheless, the lack of such interaction undermines student learning and reduces their motivation levels. Students' attitude towards the reliability of institutional technology during the pandemic was positive simultaneously also believed that the quality of online teaching was not dependent on the computer skill of the teacher but dependent on the teaching quality of an educator. Medical students support that virtual learning should be combined in the future with the face-to-face traditional teaching-learning method. Conclusions A quarter of medical students were not satisfied with online classes, while other half were neutral and the remaining quarter of students were satisfied. Most of the students face internet network connectivity problems, which may be the prominent cause of their dissatisfaction with online classes. Medical students acknowledge the various benefits of virtual classes, but at the same time, more than half of students prefer face-to-face interactive classroom learning and a quarter of students favor of watching the recorded video. Attending classes in person helps students and instructors to connect academically and socially, while lack of such interaction among students hinders student learning and diminishes motivation levels. Most students suggested that online teaching should be combined with traditional classroom teaching in the future The findings provide insight into the benefits, drawbacks, and suggestions for improving online learning, which is a pressing need in today's world. COUNS-EDU  The International Journal of Counseling and Education Vol.6, No.1, 2021 A descriptive analysis of the paradigm shift ... | 25 Indonesian Counselor Association (IKI) | DOI: 10.23916/0020210633410 References Al-Shehri A.M. (2010). E-learning in Saudi Arabia: “To E or not to E, that is the question.”. J Family Community Med,17, 147-50. Available from: http://www.jfcmonline.com/text.asp?2010/17/3/147/74333. Bao W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies,2(2), 113-115. doi: 10.1002/HBE2.191. Brockman R.M., Taylor J.M., Segars L.W., Selke V. & Taylor T.A.H. (2020). Student perceptions of online and in-person microbiology laboratory experiences in undergraduate medical education. Med Educ Online, 25, 1710324.doi:10.1080/10872981.2019.1710324. Cantrell S.W., O’Leary P. & Ward K.S. (2008). Strategies for success in online learning. Nurs Clin North Am, 43, 547-55. doi: 10.1016/j.cnur.2008.06.003. Childs S., Blenkinsopp E., Hall A.& Walton G. (2005). Effective e-learning for health professionals and students–barriers and their solutions. A systematic review of the literature– findings from the HeXL project. Health Info Libr J, 22(Suppl 2), S20-32. doi: 10.1111/j.1470-3327.2005.00614.x. Cox J. (2019). Teach hub. Benefits of technology in the classroom. Available from: https://www.teachhub.com/technology-in-the-classroom/2019/11/benefits-of-technology-in-the- classroom/ [Last accessed on 2021 March 27]. Crawford J., Butler-Henderson K., Rudolph J., Malkawi B., Glowatz M., Burton R., Magni P.A. & Lam S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. J Appl Teach Learn, 3(Suppl 1), S1-20.doi:10.37074/jalt.2020.3.1.7. Izenstark A. & Leahy K.L. (2015). Google classroom for librarians: features and opportunities. Library Hi Tech News, 32(Suppl 9), S1-3. doi: 10.1108/LHTN-05-2015-0039. Kemp N. & Grieve R. (2014). Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom vs. online learning. Front Psychol, 5,1278. doi: 10.3389/fpsyg.2014.01278. Kohan N., Arabshahi K. S., Mojtahedzadeh R., Abbaszadeh A., Rakhshani T., & Emami A. (2017). Self- directed learning barriers in a virtual environment: a qualitative study. J Adv Med Educ Prof, 5, 116-123. Kumar S. (2019). Awareness, benefits and challenges of e-learning among the students of Kurukshetra University Kurukshetra: A study. Int J Inf Dissemination Tech, 8 (Supp l4), S227-30. doi: 10.5958/2249-5576.2018.00048.1. Mukhtar K., Javed K., Arooj M. & Sethi A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), COVID19-S27-S31. doi: 10.12669/pjms.36.COVID19-S4.2785. Nicola M., Alsafi Z., Sohrabi C., Kerwan A., Al-Jabir A., Losifidis C., Agha M. & Agh R. (2020) The socio-economic implications of the coronavirus and COVID-19 pandemic: A review. Int J Surg, 78, 185-93. doi: 10.1016/j.ijsu.2020.04.018. Qandil A.M. & Abdel-Halim H. (2020). Distance e-learning is closer than everybody thought: a pharmacy education perspective. Health Prof Educ, 6,301-3. doi: 10.1016/j.hpe.2020.05.004. Rathee N. & Sarkar C. (2020). COVID-19 Lockdown: How the Pandemic Bringing Change in Indian Education System. Available from: https://www.researchgate.net/publication/342571423 [Last accessed on 2021 March 3] Sowan A.K.& Idhail J.A. (2014). Evaluation of an interactive web-based nursing course with streaming videos for medication administration skills. Int J Med Inform, 83, 592-600. doi: 10.1016/j.ijmedinf.2014.05.004. World Health Organization. (2020). Coronavirus Disease 2019. Available from: https://www.who.int/emergencies/diseases/novel-coronavirus-2019 https://doi.org/10.1002/HBE2.191 https://www.teachhub.com/technology-in-the-classroom/2019/11/benefits-of-technology-in-the-classroom/ https://www.teachhub.com/technology-in-the-classroom/2019/11/benefits-of-technology-in-the-classroom/ https://doi.org/10.37074/jalt.2020.3.1.7 https://doi.org/10.1108/LHTN-05-2015-0039 https://doi.org/10.3389/fpsyg.2014.01278 http://dx.doi.org/10.5958/2249-5576.2018.00048.1 https://dx.doi.org/10.12669%2Fpjms.36.COVID19-S4.2785 https://dx.doi.org/10.1016%2Fj.hpe.2020.05.004 https://www.researchgate.net/publication/342571423 https://doi.org/10.1016/j.ijmedinf.2014.05.004 https://www.who.int/emergencies/diseases/novel-coronavirus-2019