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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 2, No. 2, August 2021: 26-34  

©2021 Studies in Learning  
and Teaching 

 

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Studies in Learning and Teaching 
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Teachers’ Perception about Flipped Classroom in Era of COVID-19 
Pandemic 

*A Yadav1, M Sankhla1, K Yadav1 
1Department of Physiology, SMS Medical College, Jaipur (Rajasthan) India- 302004 

Article Info  ABSTRACT  

Article history: 

Received July 18, 2021 
Revised September 4, 2021 
Accepted September 8, 2021 
Available Online September 9, 2021 

The COVID-19 affects medical education by shifting classroom 
teaching to online mode, facing numerous challenges, particularly in 
developing countries, such as internet connectivity, technological 
issues, mode of assessment. Teachers' perspectives and various 
challenges affecting the e-learning system during the COVID-19 
pandemic require attention to ensure effective learning, so the present 
study aimed to assess the above objective. After institutional ethical 
committee approval, a cross-sectional observational study was 
conducted on teachers (30 responded) of phase-I MBBS via a survey 
questionnaire. The qualitative data were analyzed using chi-square, 
with a significance level set < 0.05. The majority of teachers were 
female (70%) and Generation X (60 %), with an 81 % response 
rate.  Faculty (53%) had a positive impression of online teaching but 
preferred face-to-face instructions (67%). With a non-significant 
difference (p=0.255), the majority of the teaching staff sometimes faces 
network and technology challenges but satisfies with online teaching 
and assessments. Faculty prefer traditional classroom learning and 
assessment as they miss student participation and feedback, with prior 
e-teaching training and platform privacy but recognized online mode 
as an alternative during COVID-19. The faculty had a positive attitude 
towards online teaching but lack face-to-face interaction with students. 
Internet access, combined with some technical difficulties, posed a 
challenge in providing high-quality teaching. 

Keywords: 

COVID-19 
E-learning  
Medical Education 
Pandemic 
Online teaching 

 
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INTRODUCTION  
The COVID-19 pandemic forced educational institutes to close temporarily, disrupting the 
education system and 1.7 billion students globally (Nicola et al., 2020; UNESCO, 2020). As a result 
of the pandemic's emergence, the online classroom has become an essential tool for maintaining 
normal teaching order and preventing virus infection (World Health Organization, 2019). Shifting 
to e-teaching was a challenge, especially for medical education which needs practical skills as 
well. COVID-19 has a profound impact on medical (Mian & Khan, 2020; Rose, 2020; Kanneganti, 
et al., 2020; Sandhu & Wolf, 2020) and dental students (Iyer, et al., 2020) and radiology trainees 
(Alvin, et al., 2020). Our institution used the cisco WebEx online platform to deliver e-lectures to 
restore regular teaching from May 2020. Online learning provides several advantages over 
traditional classroom teaching methods, including time and location flexibility, time savings (no 
commute time), convenience, and student accessibility (Panchabakesan,2011). However, these 
online education platforms have numerous challenges, including lack of motivation, anxiety 
during online learning (Simamora 2020), internet connectivity (Tabatabai, 2020), and 
technological issues in conducting e-lectures, student assessments, communication, and a lack of 
in-person interaction (Esani, 2010; Christiane Amanpour, 2020.). Many teachers are technophobic 

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as they are concerned about or unsure how to cope with computer hardware and software 
problems in the classroom (Rosen, & Weil,1995). During an emergency, challenges to the online 
environment may delay the adoption of technology-enabled education (Chiasson, et al., 2015). 

Adopting e-learning systems in developing countries remains a challenge in reality. 
Inadequate network connectivity during delivering e-lectures system usage hampers the benefits 
of the e-learning system. A thorough analysis of challenges and factors influencing the e-learning 
systems during the COVID-19 pandemic is needed. The majority of e-learning research has 
focussed on students, but teachers' perspectives have not been explored. thoroughly.  For 
effective e-learning, it is necessary to assess whether online education can become an effective 
means especially in medical education that also requires practical skills, whether these online 
education platforms meet the needs and satisfaction of teachers, whether online teaching can 
complete the teaching tasks with high quality. 

The present study aimed to assess teacher’s perceptions, attitudes, suggestions, satisfaction 
with online teaching and assessment, and focus on various challenges-internet connectivity, and 
technological issues affecting e-learning system usage during the COVID-19 Pandemic.  

RESEARCH METHOD  
A cross-sectional observational study was conducted after taking permission from the 
institutional ethical committee and consent from participants to identify the satisfaction, 
perceptions, and experiences of faculty members for online teaching during the early lockdown 
period due to COVID-19 pandemic. The purpose of the present study was briefed to the teaching 
faculty of phase-1 MBBS who were taking online classes during the pandemic and the google 
form link of the 19-item questionnaire (open and close-ended) was shared with them by 
WhatsApp or E-mail. The participation was voluntary and the confidentiality of the participants 
was assured. The response to the google form was considered as acceptance of participation and 
the teachers not taking the online lectures or not responded to the google form were excluded 
from the study. The teachers from 3 specialties - Anatomy, Physiology, and Biochemistry 
participated in the survey. The online classes were conducted on the cisco-WebEx platform that 
was provided by the college with technical support.  

A total 30 teachers’ response was obtained in the feedback survey, after removal of 4 
duplicate results and one incomplete form, teacher’s data was compiled and analyzed in Excel 
Microsoft. The comment analysis was also performed for open-ended questions. The Chi-square 
test was applied to find the significance level in various groups with the help of primer version-
7. The P-value <.05 was considered significant.   

RESULTS AND DISCUSSION 
The present study exhibits the different factors influencing e-learning and also analyzed the 
various challenges faced by medical teachers during the transition from offline to online medical 
education during the COVID-19 pandemic. The present study response rate was 81% and 
participated faculty belong to different generations. The generations were classified as follows 
based on the year of their birth: Baby Boomers (1946- 1964), Generation X (1965-1980), the 
Millennials or Generation Y (1981-1996), and Generation Z or Post-Millennials (1997-2012) 
(Dimock, 2019). The majority of participants were females (70%) as compared to males (30%) and 
belonged to Generation X- 18 (60%), followed by Generation Y- 9 (30%) than Baby Boomers- 3 
(10%). No faculty belongs to Generation Z. The teaching faculty proportion was nearly the same 
for all designation (Senior Demonstrator 27%, Assistant 27%, Associate 20%, and Professors 27%). 
Baseline characteristics of study respondents were depicted in figure 1. 

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Figure 1. An overview of the profile of teachers of MBBS (Phase-I) of the medical educational 
institute (number of teachers=30) 

 

 

Figure 2. Overall perception of medical faculty about quality of online teaching-learning 
process  

 
The perception of teaching faculty about the overall quality of online teaching was good by 

the majority of staff (> 1/2), 1/4 experienced average and the remaining 1/4 participants had a 
poor perception of the online teaching-learning process (Figure 2). 
 
 

TEACHERS 
OF MBBS

Anatomy 

Physiology

Biocehmistry

GENDER

Female=21

Male=9

POSITION

Professor=8

Associate 
Professor=6

Assistant 
Professor=8

Senior 
Demonstrator=8

AGE GROUP

Baby Boomers= 3

Generation X= 18 

Generation Y  = 9 

Generation Z =0

17(53%)

7(23%)

6(20%)

GOOD

AVERAGE

POOR

0 5 10 15 20

Quality of online
teaching-learning
process

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Figure 3: Perception of preferred mode of medical education by teachers (number of teachers = 
30) 

The majority of teaching faculty (2/3rd) preferred face-to-face teaching, while the remaining 
(1/3rd) preferred live broadcasts followed by recorded class videos (Figure 3). 

 
Figure 4. Comparison of network problem with technological issues during online classes 

Most of the faculty (> 1/2) sometimes faced network connectivity problems or slow speed of 
the internet. Only 13% of staff rarely face any network connectivity issue. Technological issues 
during e-lectures were also experienced sometimes by half of the staff members while 1/3rd never 
experienced any such challenges and only < 1/3rd confronted with this technological situation. 
The difference between technical and network connectivity obstacles was statistically non-
significant (Figure 4). Similarly, just 1/3 of the teaching faculty (n=10) had confidence in the 
technology utilized for online education, with 13 staff members being neutral and 7 dissatisfied 
with the system's reliability. 

Table 1. Comparison of Medical teachers’ satisfaction with Online Teaching and Online Assessment. 

Satisfaction level of Teachers 
Online Teaching 

n (%) 
Online Assessment 

n (%) 
Chi-Square 
Significance 

Satisfied 13 (43%) 14 (47%) 𝛘2= 0.104 
df=2 

P=0.949 
Neutral 8 (27 %) 7 (23 %) 
Unsatisfied 9 (30%) 9 (30%) 

P<.05 Significant 
n= Number of subjects 

20%

13%

67%

Preferred Mode of Teaching 

 live broadcast of
onlineclass

Recording class video

face-to-face class

8(27%)

18(60%)

4(13%)
5(17%)

16(53%)

9(30%)

O F T E N S O M E T I M E S R A R E

C o m p a r i s o n  o f  N e t w o r k  W i t h  T e c h n o l o g i c  I s s u e  

Network problem during online clasess

Technological Problem during online classes
𝛘2= 2.733
df=2
P=0.255

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Nearly one-half of the teaching faculty was satisfied with online teaching (43%) and online 
assessment (47%), while a quarter of faculty was neutral about their opinion and the remaining 
30% were unsatisfied with the online mode of teaching as well as assessment of MBBS students. 
There was no discernible difference between online instruction and online assessment. There was 
a non-significant difference between online teaching and assessment. The viewpoint of teaching 
faculty about “online mode of assessment, covered all learning domains” was varied; the majority 
were unsatisfied (n=24), only four were satisfied, and two were neutral about their opinion on 
this issue. 

Table 2. Attitude of Medical teachers towards Online Teaching and Assessment 

Questionnaire 
Agree n 

(%) 
Neutral n 

(%) 
Disagree n 

(%) 

Online teaching is better in learning than conventional 
classroom learning 

0 (0%) 5 (17%) 25 (83%) 

Online assessment is better than the conventional 
assessment 

0 (0%) 4 (13%) 26 (87%) 

In online classes, students are not actively involved in their 
learning 

26 (87%) 1 (3%) 3 (10%) 

I miss the face-to-face contact with students when teaching 
online 

28 (93%) 1 (3%) 1 (3%) 

In an online class, there is a lack of feedback from students 21 (70%) 3 (10%) 6(20%) 

I have no problem controlling my students in the online 
environment. 

16 (53%) 8 (27%) 6 (20%) 

Quality of online teaching is affected by the computer/IT 
skills of faculty members 

17 (57%) 6 (20%) 7 (23%) 

Online class learning should be combined with classroom 
learning in the future. 

18 (60%) 2 (7%) 10 (33%) 

n=Number of subjects 

The majority of faculty members disagree with online teaching and assessment (83%, 87%, 
respectively) in comparison to conventional classroom teaching. The majority believe that the 
student was not actively involved in an online class, and they miss the face-to-face contact with 
students, and there was also a lack of feedback from the students. Regarding control of students 
during online teaching, as they could be muted and unmuted by the teacher, had varied opinion 
half agree while 1/4th neutral and other 1/4th   disagree. Almost half of the faculty members 
stated that IT skills influenced online teaching and, at the same time, the majority of the staff's 
support combining offline and online classroom teaching. (Table 2) 

Table 3. Comment Analysis of Medical Teachers about Online Teaching and Assessment 

n=Number of Subjects 

Index Content of Investigation/User Experience 
Teaching 

Faculty n (%) 

Positive 
Comments 

Covid-19 prevention 9 (30%) 
Ease of use 9 (30%) 
New experience 2 (6.6%) 
Resistance to e-teaching 2 (6.6%) 
Insufficient internet connectivity 2 (6.6%) 
No comments 6 (20%) 

Negative 
Comments 

Lack of interaction 25 (83.4%) 

Insufficient internet connectivity 5 (16.6%) 

Suggestions 

Interactive with feedback 14 (46.6%) 
Improved network  8 (26.6%) 
Interactive with improved network 1 (3.3%) 
Training programs 1 (3.3%) 
Interactive with short groups and improved network with training programs 1 (3.3%) 
Online platform privacy 1 (3.3%) 
No suggestion 4 (13.3%) 

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According to online user comments analysis, 1/3 of the staff believes that online teaching 
was need of the time to prevent COVID-19 infection. Almost 30 % of faculty find it easy to use 
while others find it a novel experience; nonetheless, some faculty (6.6 percent) were resistant to 
switch-over to e-teaching. The negative aspect of e-teaching was lack of feedback from the 
student (83%) and inadequate internet connectivity (47%). The teaching faculty recommended 
interactive teaching in small groups with feedback, high-speed internet connectivity, and 
mandatory prior hands-on training to fix the technological difficulty.  Only one faculty also take 
our attention to a safe and secure online platform. (Table 3) 

Discussion 
The effectiveness of every system is determined by the satisfaction of its users, in this context, 
teacher satisfaction with e-teaching is the prime requisite for the success of online learning. The 
present study found that the overall perception of the majority of teachers towards online 
teaching-learning quality was good, even though the majority of the teaching faculty (67%) prefer 
face-to-face teaching. Inadequate network connectivity during delivering e-lectures was a big 
challenge that influences the quality of the e-learning as experienced by most of the faculty (60%) 
members, along with technological issues (53%).  During the COVID-19 epidemic, the online 
platform met the faculty satisfaction towards teaching as well as assessment, with over half of the 
staff (43 percent and 47 percent, respectively) satisfied, whereas the remaining 30% were 
dissatisfied. Teaching faculty attitude was more in favor of traditional classroom teaching as they 
miss the face-to-face contact and feedback from students. Similarly, a maximum of faculty (87%) 
did not like online assessment since it does not cover all the domains of assessment. The majority 
of faculty believe that the online platform was the effective means for education during the 
COVID-19 pandemic, and it also provided a new experience. Faculty suggested that to promote 
the online teaching platform, e-classes should be in small groups, interactive with students’ 
feedback and better internet connectivity, and prior hands-on training should be compulsory to 
resolve the technical problems. 

In a faculty study about online teaching, Kapoor, et al., (2020) in Madhya Pradesh (India) 
discovered that while internet access was a barrier for 33 percent of faculty members and 
technology issues for 21 percent, just 4.3 percent felt a lack of human contact and eye contact. A 
study conducted by Al-Araibi, et al., (2019) revealed technical issues as the main criteria for the 
success of e-learning systems indicated that 45% of e-learning projects in developing countries 
were total failures, 40% were partial failures, while only 15% were successful.  Research 
conducted at eight different Indonesian universities to investigate instructors' prospects also 
identified internet as a barrier up to some extent (Simamora, et al., 2020). 

The study conducted at Alfaisal University Riyadh (Rajab, et al., 2020) prefers face-to-face 
teaching by 25%, 12% by online, and 62 % by combined online with face-to-face interaction. They 
reported that the challenges during the COVID-19 pandemic were communication (59%), student 
assessment (57.5%), use of technology tools (56.5%), experience in online education (55.0%), and 
technophobia (17.0%). In contrast to the present study (43%), Elzainy, et al. (2020) at Qassim 
University found that staff satisfaction in virtual classrooms of the preclinical phase was very 
effective by 84% of faculty. 

The present study found internet connectivity issues often faced by 27% and sometimes by 
60% faculty, although the technological problems were faced less (17%) by faculty as the college 
provides technical support. In contrast to Kapoor, et al. (2020) and Rajab, et al. (2020), the majority 
of present study staff (67%) prefer face-to-face teaching, with 60% of faculty recommended that 
online learning should be integrated with traditional classroom learning in the future.  

Previous research has identified the primary causes of e-learning failures.  Many academics 
believe that the technological challenges that students confront when using an e-learning system 
are a key source of concern ( Al-Araibi, et al., 2019). The failure of an e-learning system can also 
be attributed to a lack of technological infrastructure within the university, which includes 
hardware, software, facilities, and network capabilities (Almaiah, & Almulhem, 2018). Others 

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focus on lack of technical support and technical employees, and a lack of facilities to carry out 
various operations (installation, operation, maintenance, network administration, and security), 
as well as poor internet speeds and high internet traffic throughout the e-learning experience 
(Eltahir, 2019). Faculty members' lack of information technology (IT) skills (Almaiah, & 
Alyoussef, 2019) and adoption of e-learning technologies posed a significant difficulty in the 
transitional phase of smoothly conducting e-learning (Vershitskaya, et al., 2020). The lack of 
security and privacy was also a concern during e-learning since the openness of e-learning 
systems presents a challenge for the security of the personal information of students and faculty 
(Rajab, et al., 2020). 

This COVID-19 outbreak was sudden during April 2020, teachers didn't have enough time 
to experiment with new technology, offline lectures switch to online education platforms. 
Furthermore, the concept of online education was in its infancy because the vast majority of 
teachers lacked sufficient knowledge of computer technology. Issues such as how to schedule 
classes, how to carry out online teaching according to plan, which online teaching platform to 
use, and how to monitor the effect and quality of online teaching may be the cause of decreased 
teacher satisfaction when faced with the abrupt introduction of online teaching. 

While pandemics have historically posed difficulties, recognizing these difficulties is the first 
step toward turning them into possibilities. To meet the various challenges of e-learning, teachers 
must employ a range of strategies, including "you ask me a question," “Problem-based learning,” 
"face to face video call," "students record e-lectures," and "real-time lecture" in small groups with 
interaction, rather than teaching by rote and lecturing. Students' learning interests and focus can 
be improved by increasing interaction. 

Implication and future research 
The present study proposes that the online education platform technology should be improved 
with better network infrastructure, which is expected to improve user satisfaction during public 
health education. Teachers should be trained in advance to deal with technophobic of the 
handling of computer hardware and software issues in the classroom. The administration must 
also handle the security and privacy of e-learning, as it poses a threat to the protection of students' 
and faculty's private information. The findings of this study can assist policymakers and 
developers at universities and colleges, as they present a realistic image of the current e-learning 
system and can be used as a guideline to increase the satisfaction of faculty towards the use of e-
learning systems for effective quality online learning. However, some aspects of this survey 
depended on participants’ memory perhaps influencing their reporting, introducing elements of 
recall bias. Moreover, the study participants belonged to a single medical college; therefore, the 
findings are only applicable to similar contexts. For generalizability, a survey based on our 
findings should be conducted across the province or country including technical (medical 
education, engineering, etc) and non-technical (arts, etc) education systems. As learning is a 
continuous process, there is a need to explore alternative learning environment for efficient, 
effective, easy-to-access quality learning to cope up with the impact of an unpredictable future 
pandemic. 

CONCLUSION 
The COVID-19 pandemic transforms medical education into innovative e-learning. The teaching 
faculty adopt the online mode of education smoothly in the pandemic situation as nearly half of 
the faculty satisfies with e-teaching, but internet connectivity was a big challenge with some 
difficulty in technical handling of online classes. To accomplish faculty satisfaction and quality 
of e-lecture, the delivery of high-yielding quality of efficient teaching, platform technology 
should be upgraded with preceding hands-on training. The interaction, feedback, verbal and non-
verbal communication with students were also the major aspects of teaching that were unable to 
replace in a virtual class.  

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ACKNOWLEDGEMENTS 
The authors would like to acknowledge the teachers for their valuable time and contributions. 

 
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Author (s): 

* Anuradha Yadav (Corresponding Author) 
Department of Physiology,  
SMS Medical College,  
Jaipur, Rajasthan 302004, India 
Email: dr.anuradhayadav@yahoo.co.in 

 

Manisha Sankhla 
Department of Physiology,  
SMS Medical College,  
Jaipur, Rajasthan 302004, India 
Email: manisha_signsky@yahoo.com 

 

Kavita Yadav 
Department of Physiology,  
SMS Medical College,  
Jaipur, Rajasthan 302004, India 
Email: kavita0616@gmail.com 

 

https://doi.org/10.46627/silet.v2i2.69
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.1016/0747-5632(94)00018-D
https://doi.org/10.1080/10872981.2020.1764740
https://doi.org/10.46627/silet.v1i2.38
https://doi.org/10.46627/silet.v1i3.45
https://doi.org/10.30476/jamp.2020.86070.1213
https://en.unesco.org/covid19/educationresponse
https://www.who.int/emergencies/diseases/novel-coronavirus-2019/events-as-they-happen
https://www.who.int/emergencies/diseases/novel-coronavirus-2019/events-as-they-happen
mailto:dr.anuradhayadav@yahoo.co.in
mailto:manisha_signsky@yahoo.com
mailto:kavita0616@gmail.com

