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Medical Students' Perceptions of Telegram Messenger as an E-Learning Tool during the COVID-19 Pandemic in Libya

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Title: Medical Students' Perceptions of Telegram Messenger as an E-Learning Tool during the COVID-19 Pandemic in Libya
Language: English
Authors: Hend Rafa Awad, Abeer Hussein Amer, Gada Abass
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, COVID-19, Pandemics, Medical Education, Medical Students, Online Courses, Technology Uses in Education, Student Attitudes, Barriers, Access to Internet, Electronic Learning, Telecommunications, Handheld Devices
Geographic Terms: Libya
DOI: 10.1007/s44217-025-00717-x
ISSN: 2731-5525
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479157
Database: ERIC
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  Data: Medical Students' Perceptions of Telegram Messenger as an E-Learning Tool during the COVID-19 Pandemic in Libya
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s44217-025-00717-x
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– Name: Abstract
  Label: Abstract
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  Data: 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.
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      – Text: English
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      – SubjectFull: Access to Internet
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      – SubjectFull: Libya
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