Web 2.0 Usage Preferences And Attitudes Among the Continuous Professional Learning (CPL) Students and Teachers in Russian and Uzbek Medical Schools
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Abstract
Background: In the past decades, use of Internet and Web 2.0 in particular has expanded dramatically in Russian and Uzbek medical schools. More and more institutions have included blended method in their undergraduate and continuous professional learning (CPL) curricula, however, CPL students’ and teachers' preferences and attitudes toward Web 2.0 use as a learning tool had not been previously researched in Russia and Uzbekistan. To our knowledge, this is the first study performed on this topic in Russian and Uzbek medical schools.
Objectives: To assess the usage of Web 2.0 applications by teachers and medical doctors enrolled in the continuous professional learning programs in Russian and Uzbek medical schools, to examine their perceptions and attitudes toward e-learning and the use of Web 2.0 tools in curricula.
Methods: A pilot study was conducted at one Russian (Krasnoyarsk State Medical University (KrasGMU), Krasnoyarsk) and one Uzbek (the Bukhara State Medical Institute (BGMI), Bukhara) medical schools. A paper-based survey was distributed among CPL students and their teachers. Responses were received from 66 CPL students and 57 teachers (response rate 66% for students and 57% for teachers) and analysed using descriptive statistics.
Results: Medical teachers at each participating institutions had different experience in teaching online. Thus, only face-to-face format was used in BGMI, although 43% of the KrasGMU teachers taught online. Most of teachers, regardless on their experience, had positive attitude toward e-learning in general (BGMI – 84%, and KrasGMU - 87%). 98% of BGMI teachers and 69% of KrasGMU teachers wanted to teach online. Among CPL students, although only 28% had taken online courses before, 74% wanted to use Internet in their education.
The CPL students preferred to receive their study materials face-to-face (62%) through e-mail (62%), videoconferences (38%), and educational web sites (38%) but in real settings received it mostly face-to-face and in print.
Among all the Web 2.0 applications, social media networks were the most popular among both students and teachers. Other applications, such as Wikipedia, YouTube, professional networks and mobile phone applications were seldom used. The most popular social networks among CPL students were Russian sites Odnoklassniki (70% knew that site well, 24% visited it daily), and V Kontakte (58% knew that site well, with 29.5% respondents visiting it daily). Facebook, Twitter, and LinkedIn use was much lower. Medical teachers, although they knew the main social networks well (Odnoklassniki – 64.3%, Moy Mir – 40.9%), visited these sites once a week or less often. Both CPL students and teachers used social networking sites mostly for personal purposes and were negative toward using them in their teaching or study. Among the reasons not to use the social media for teaching/study most participants named lack of time and information protection concerns. 42.8% of KrasGMU teachers and 52% of CPL students did not see a need to use the social networks for professional purposes. None of the BGMI teachers, however, responded that way but 12% of them thought that online networking would distract them from their work.
Conclusion: The medical doctors enrolled in continuous professional learning programs actively used Web 2.0 tools for personal purposes, and preferred to receive learning materials through the Internet. Their teachers, being positive toward e-learning in general, used Web 2.0 tools more seldom and preferred traditional teaching format.
Objectives: To assess the usage of Web 2.0 applications by teachers and medical doctors enrolled in the continuous professional learning programs in Russian and Uzbek medical schools, to examine their perceptions and attitudes toward e-learning and the use of Web 2.0 tools in curricula.
Methods: A pilot study was conducted at one Russian (Krasnoyarsk State Medical University (KrasGMU), Krasnoyarsk) and one Uzbek (the Bukhara State Medical Institute (BGMI), Bukhara) medical schools. A paper-based survey was distributed among CPL students and their teachers. Responses were received from 66 CPL students and 57 teachers (response rate 66% for students and 57% for teachers) and analysed using descriptive statistics.
Results: Medical teachers at each participating institutions had different experience in teaching online. Thus, only face-to-face format was used in BGMI, although 43% of the KrasGMU teachers taught online. Most of teachers, regardless on their experience, had positive attitude toward e-learning in general (BGMI – 84%, and KrasGMU - 87%). 98% of BGMI teachers and 69% of KrasGMU teachers wanted to teach online. Among CPL students, although only 28% had taken online courses before, 74% wanted to use Internet in their education.
The CPL students preferred to receive their study materials face-to-face (62%) through e-mail (62%), videoconferences (38%), and educational web sites (38%) but in real settings received it mostly face-to-face and in print.
Among all the Web 2.0 applications, social media networks were the most popular among both students and teachers. Other applications, such as Wikipedia, YouTube, professional networks and mobile phone applications were seldom used. The most popular social networks among CPL students were Russian sites Odnoklassniki (70% knew that site well, 24% visited it daily), and V Kontakte (58% knew that site well, with 29.5% respondents visiting it daily). Facebook, Twitter, and LinkedIn use was much lower. Medical teachers, although they knew the main social networks well (Odnoklassniki – 64.3%, Moy Mir – 40.9%), visited these sites once a week or less often. Both CPL students and teachers used social networking sites mostly for personal purposes and were negative toward using them in their teaching or study. Among the reasons not to use the social media for teaching/study most participants named lack of time and information protection concerns. 42.8% of KrasGMU teachers and 52% of CPL students did not see a need to use the social networks for professional purposes. None of the BGMI teachers, however, responded that way but 12% of them thought that online networking would distract them from their work.
Conclusion: The medical doctors enrolled in continuous professional learning programs actively used Web 2.0 tools for personal purposes, and preferred to receive learning materials through the Internet. Their teachers, being positive toward e-learning in general, used Web 2.0 tools more seldom and preferred traditional teaching format.
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