Satisfaction and learning experience of students using online learning platforms for medical education | BMC Medical Education

This study provides critical insights into the online learning experiences and user satisfaction among medical students in different Departments in Enugu State University of Science and Technology, Nigeria. The findings highlight significant factors that contribute to the efficacy and satisfaction of online learning platforms in delivering medical education, offering a basis for further enhancements in educational technology in medical curricula.

The demographic characteristics of the study participants revealed a diverse sample, with a greater representation of female students and a predominance of individuals aged 19–22. Notably, anatomy students and 300-level students were overrepresented, indicating a concentration of responses from specific academic disciplines and educational levels. This distribution may reflect differing levels of engagement or interest in the study topic based on academic background and stage. Additionally, the balanced split between users and non-users of online learning platforms highlights a wide range of learning preferences among the participants.

Generally, the demographic distribution among our study participants suggests a broad representation of the student body but highlights a predominance of certain academic levels and disciplines. Similar demographic trends have been observed in educational technology studies, where younger students and certain disciplines dominate the sample [19,20,21,22]. Understanding the demographic distribution is crucial for interpreting the generalizability of the findings. However, varying distributions across studies highlight the need for context-specific analysis.

Concerning online learning experience, results indicated a generally positive perception of online learning platforms (OLPs) among the participants. Most students agreed or strongly agreed that OLPs effectively deliver medical course content, provide interactive and engaging learning materials, and offer opportunities for collaborative learning. These findings are consistent with previous studies that underscore the importance of interactive and multimedia content in enhancing student engagement and learning outcomes [23,24,25]. Previous studies have highlighted the potential of online learning to meet educational needs in medical education by providing flexible and accessible content delivery [23, 26, 27]. The high level of interactivity and engagement reported (93.2% agreement) is in line with the findings of Ha and Im [28] and Zhao et al. [29], emphasizing the importance of interactive elements in enhancing online learning experiences. The high mean scores across most statements reflect a favorable view of the online learning experience. Moreover, providing timely and constructive feedback on assignments and assessments was highly rated by students, which aligns with the literature emphasizing the critical role of feedback in the learning process [30,31,32,33]. The positive response towards opportunities for self-assessment and self-paced learning reflects the growing trend of personalized learning pathways, which can improve learning efficiency and outcomes [30, 33].

Collaborative learning opportunities were positively received, with a greater percentage of students agreeing or strongly agreeing that the platform facilitates such interactions. This is consistent with the findings of Chatterjee and Correia [34] and Qureshi et al. [35], who noted that online collaborative learning can significantly enhance students’ engagement and learning outcomes. The timely and constructive feedback provided by the platform, as reported by the majority of the students, underscores the role of immediate feedback in online learning environments, as highlighted by Wisniewski et al. [33]. Studies have consistently shown that online platforms that incorporate engaging and interactive elements improve student satisfaction and learning outcomes [16, 36, 37]. However, the specific effectiveness in medical education is reinforced by this study, underscoring the importance of engaging and interactive learning environments. The positive feedback on online learning platforms suggests that these tools are well-received and perceived as effective in delivering course content. This supports the continued use and development of online learning technologies, particularly in medical education.

The sociodemographic differences in Online Learning Experience revealed that there were no significant differences in the mean learning experience scores based on gender, age, or course level, except for the course of study. This suggests that the benefits of online learning platforms are broadly applicable across different demographic groups, although specific curricular needs might influence the perceived effectiveness. Medical laboratory students reported the highest mean value in the learning experience, indicating a possible alignment of the platform’s content and delivery methods with the practical and theoretical demands of their curriculum.

In terms of user satisfaction, participants expressed high satisfaction with various aspects of online learning platforms, including technical support, user-friendliness, and the ability to meet educational needs. The majority also appreciated features like interactive multimedia content and mobile compatibility. This can improve study outcomes [38]. These findings are in line with the study by Mudau and Van Wyk [39], Nassr and Alkhnbashi [40] and Vavasseur et al. [41], revealing that user satisfaction in online learning is closely linked to technical support and ease of use. The motivational aspects of the platform, as reported by many students, align with the work of Ryan and Deci [42], who emphasized the importance of intrinsic motivation in educational settings.

Our findings revealed the ability of the platform to prepare students for real-world medical scenarios as being crucial for medical education. This finding is supported by Alvarez [43] and Elhaty et al. [44], who opined that online learning platforms should not only deliver content but also simulate real-world experiences to prepare students for practical challenges. User-friendly, interactive, and accessible online platforms enhance satisfaction and learning outcomes [45]. The emphasis on technical support and usability is corroborated by other studies highlighting these factors as crucial for effective online learning [46, 47]. Overall, the high user satisfaction highlighted in our study indicates that online learning platforms met the students’ needs effectively. This positive perception can encourage the continued adoption and refinement of these platforms, ensuring they align with users’ preferences and expectations.

The study revealed a significant difference in satisfaction levels between male and female students, with males reporting higher overall satisfaction compared to their female counterparts. Though this finding was in consonance with a report by Hoogerheide et al. [48] in the aspect of online learning video models, contradictory reports were highlighted by Yu and Deng [49]. This gender disparity aligns with prior research suggesting that males often report higher satisfaction and comfort with technology-based learning environments [50]. The explanation for this finding is anchored on higher technological proficiency and greater confidence in navigating online platforms among males. Some authors have supported this finding, attributing it to higher technological proficiency and greater confidence in navigating online platforms among males [50, 51]. However, other authors have contradicted this finding, indicating that females have higher satisfaction and interaction in online learning [49]. Our findings imply that there is a need for gender-sensitive approaches in online learning. Institutions should provide targeted support to female students to enhance their satisfaction and engagement. This support should consider aspects such as personalized technical assistance and fostering a more inclusive online learning environment.

Although not statistically significant, the results indicated that older students, aged 23 and above, reported slightly higher satisfaction compared to their younger peers. This trend may suggest that age could influence students’ perceptions of satisfaction, even if the differences are not pronounced. This trend may reflect greater maturity, self-discipline, and experience with independent learning among older students, which aligns with Knowles’ theory of andragogy [52,53,54]. Although the difference was not significant, institutions should still consider providing additional guidance and support for younger students to help them adapt to online learning environments effectively.

The study revealed a significant difference in satisfaction levels across students from different courses, with Medical Laboratory students reporting the highest satisfaction, while Nursing students reported the lowest. This variation suggests that students’ academic disciplines may play a role in shaping their satisfaction levels, potentially due to differences in course structure, resources, or expectations. These findings may be due to variations in curriculum structure and the alignment of online content with specific course requirements. For instance, Medical Laboratory programs might be better suited to online delivery due to their emphasis on theoretical knowledge and lab simulations, which can be effectively managed through virtual platforms. Conversely, Nursing programs, which require extensive hands-on clinical practice, may find online platforms less satisfactory due to challenges in replicating real-world clinical experiences virtually.

The comparison of satisfaction levels between students at different course levels, specifically 200L and 300L, showed no significant difference. However, 300L students reported slightly higher satisfaction than their 200L counterparts, indicating that academic level may have a minimal impact on satisfaction in this context. This minor difference might suggest that as students’ progress in their studies, they become more familiar with online learning platforms. Educational institutions should focus on introducing scaffolded learning approaches, providing additional support, and gradually increasing the complexity and autonomy required as students advance through their courses. Second, the differences observed among various courses suggest that online learning platforms should be tailored to meet the specific needs of each program. For example, incorporating more interactive and practical components could enhance the online learning experience for Nursing students.

The current study on medical students’ satisfaction and learning experience with online learning platforms (OLPs) in Eastern Nigeria highlights key sociodemographic factors such as course of study and sex, affecting user satisfaction, mirroring broader trends observed in the post-COVID-19 era. The COVID-19 pandemic has accelerated the shift toward blended learning in medical education, combining online and offline methods for enhanced knowledge acquisition. It has fostered more student-centered environments, increasing engagement and autonomy through student-led initiatives [6]. Similar to the findings of Zhang et al. [5], where students appreciated blended learning for enhancing flexibility and autonomy, this study reports a positive perception of OLPs, with more than 60% of respondents agreeing that OLPs effectively deliver medical content. The mean value for user experience reflects the broader acceptance of digital platforms, reinforcing the shift toward OLPs in medical education.

However, as noted by Gaur et al. [7] and Ryan et al. [8] challenges related to faculty training, assessment, and clinical exposure persist. The study’s emphasis on sociodemographic factors and course-specific satisfaction underscores the need for targeted improvements in curriculum design and faculty development to enhance student engagement. Jacques et al. [9] emphasizes the importance of training education professionals in digital literacy and ensuring equity in learning for all students.

To fully harness the benefits of OLPs in a post-pandemic world, medical institutions must address these factors by aligning their platforms with the core principles of competency-based medical education (CBME) and investing in resources that cater to diverse learning needs. This approach will ensure a more efficient, inclusive, and student-centered learning environment across all medical disciplines.

Concerning the participant’s perception of features that enhance the overall learning experience, most participants agreed on the importance of features such as interactive multimedia content, mobile compatibility, and peer interaction. These features enhance the overall learning experience in medical fields [55,56,57,58,59]. The strong preference for interactive and personalized features highlights the need for online learning platforms to integrate these elements to maximize effectiveness. Educational institutions should prioritize these features when selecting or developing online learning tools.

Based on the overall findings, several potential improvements to online learning platforms (OLPs) could enhance user satisfaction. First, addressing gender-based differences by incorporating features that cater to diverse learning preferences may help improve satisfaction among female students. Additionally, tailoring OLPs to accommodate the needs of students from various academic disciplines, particularly those with lower satisfaction levels like Nursing, could increase overall engagement. Enhancing support for younger students and exploring ways to make platforms more user-friendly across different course levels would also be beneficial. Furthermore, examining and addressing potential barriers or challenges faced by students, as well as refining platform features to meet the specific needs of diverse demographic groups, can help improve the effectiveness and inclusivity of OLPs.

Overall, this study highlights the effectiveness and user satisfaction associated with online learning platforms, while also presenting areas of weaknesses for potential improvement. The findings contribute to the growing body of evidence supporting the use of online learning tools in higher education and emphasize the importance of continuous evaluation and adaptation to meet the evolving needs of students.

However, there are some limitations to this study. The first limitation of the study is the lack of a comparison group, such as students from non-medical fields or other institutions, which limits the generalizability of the findings. Additionally, control variables like previous experience with online platforms were not included, which could influence satisfaction levels. Future studies should address these limitations to provide a more comprehensive understanding of the effectiveness of online learning platforms across diverse student populations. The overrepresentation of certain student groups in the study may limit the generalizability of the findings, making it difficult to apply the results to all students. Additionally, while the study highlighted overall positive perceptions, it did not explore potential barriers or challenges in detail, which could affect user satisfaction. Future research should examine these difficulties, along with how variations in feature preferences impact different user groups and learning environments. Addressing these gaps is essential for developing more inclusive and effective OLPs, ensuring they meet the diverse needs of all students.