Knowledge and Utilization of E-learning Platforms Among Medical Undergraduates in Haveri District, Karnataka State, India

TL;DR

This study explores how medical students in Haveri, India use e-learning platforms, finding they are widely accepted but face challenges like poor internet and costs.

Contribution

The study provides insights into e-learning platform usage and barriers among medical undergraduates in a specific Indian district.

Findings

Most students frequently use e-learning platforms, with video lectures being the most accessed resource.

Common barriers include poor internet connectivity, subscription costs, and time constraints.

Students generally agree that e-learning enhances understanding and academic performance.

Abstract

Background

The digital transformation in medical education has led to a surge in the use of e-learning platforms. This study aimed to assess the knowledge, preferences, and barriers related to e-learning among medical undergraduates in Haveri, Karnataka.

Methods

A cross-sectional, questionnaire-based study was conducted with 111 medical undergraduate student respondents. Data collection included both quantitative (Likert-scale-based items) and qualitative (open-ended responses). Ten Likert-scale items (Q7-Q16) were used to explore the students’ ability to balance e-learning with traditional methods, perceived enhancement of knowledge, impact on academic performance, integration preferences, technological confidence, satisfaction with platforms, future intent to use, peer influence, customization of learning, and support for curricular integration. Quantitative data were analyzed using descriptive statistics, and qualitative responses were subjected to thematic analysis.

Results

Most students reported frequent (n = 48, 43.2%) or very frequent (n = 11, 9.9%) use of e-learning platforms, with video lectures being the most commonly accessed resource (n = 85, 76.6%). Platforms like YouTube (n = 49, 44.1%), Marrow (n = 20, 18%), Egurukul (n = 17, 15.3%), and others were commonly used. The credibility of resources was primarily judged based on faculty recommendations (n = 43, 38.7%) and platform reputation (n = 32, 28.8%). Likert-scale responses (Q7-Q16) showed that most students preferred integrating e-learning with traditional learning (Agree: n = 49, 44.1%; Strongly Agree: n = 18, 16.2%) and felt confident using technology (Agree: n = 51, 45.9%; Strongly Agree: n = 19, 17.1%). A majority agreed that e-learning resources enhanced their understanding (Agree: n = 52, 46.8%; Strongly Agree: n = 28, 25.2%) and improved academic performance (Agree: n = 52, 46.8%; Strongly Agree: n = 28, 25.2%). Thematic analysis revealed advantages such as flexibility, conceptual clarity, and self-paced learning. Reported disadvantages included screen-related health concerns, distractions, and reduced interactivity. Common barriers were poor internet connectivity (n = 49, 44.1%), cost of subscriptions (n = 39, 35.1%), and time constraints (n = 33, 29.7%).

Conclusion

E-learning is widely accepted among medical students in Haveri, though its optimal utilization faces technical and economic challenges. Incorporating structured e-learning modules into the medical curriculum, supported by appropriate access and guidance mechanisms, is recommended to enhance their effectiveness.