Download PDF
CC BY-NC-ND 4.0 · Libyan International Medical University Journal 2021; 06(01): 47-50
DOI: 10.4103/liuj.liuj_68_21
Case Report

The impact of COVID-19 pandemic on education: Case report

Adel Altawaty
Department of Medical Education, Libyan International Medical University, Benghazi, Libya
,
Sara Glessa
Department of Medical Education, Libyan International Medical University, Benghazi, Libya
,
Mohammed Ambarek
Department of Medical Education, Libyan International Medical University, Benghazi, Libya
› Author Affiliations
› Further Information
Also available at
   Permissions and Reprints

Abstract

In this article, we report on the transformation from face-to-face learning to online virtual learning in the Libyan International Medical University (LIMU). Due to the widespread of COVID-19 worldwide, the Libyan government has enforced a full lockdown on higher education institutions without providing any solutions. This lockdown involved all public and private schools, and universities. Consequently, LIMU transformed its education strategy from face-to-face learning to virtual learning. The learning management system “Moodle” was already used in LIMU since its establishment which made the transformation to online learning much easier to students. Virtual learning is represented by audio and video recording of lectures, and laboratory lessons, live interviews, and interactive sessions for seminars, PBL, and lectures. Students' assessments, both formative and summative assessments were applied using Moodle quizzes and Safe Exam Browser. During the whole process of change, we faced many challenges and limitations. In conclusion, because of the COVID-19 pandemic, we had the opportunity to experience online education which is the best platform to keep safe and to continue their learning.

Key-words:

COVID-19 pandemics - education - learning management system - online learning

Financial support and sponsorship

Nil.




Publication History

Received: 20 April 2021

Accepted: 30 April 2021

Article published online:
14 June 2022

© 2021. Libyan International Medical University. This is an open access article published by Thieme under the terms of the Creative Commons Attribution-NonDerivative-NonCommercial License, permitting copying and reproduction so long as the original work is given appropriate credit. Contents may not be used for commercial purposes, or adapted, remixed, transformed or built upon. (https://creativecommons.org/licenses/by-nc-nd/4.0/)

Thieme Medical and Scientific Publishers Pvt. Ltd.
A-12, 2nd Floor, Sector 2, Noida-201301 UP, India

 

  • References

  • 1 Herzog L, 'COVID-19: Unveiling the Role of Uncertainty in Medical Education', MedEdPublish, 2020;9:166, https://doi.org/10.15694/mep.2020.000166.1.
  • 2 Joseph Paschal M, Mkulu DG. Online classes during COVID-19 pandemic in higher learning institutions in Africa. Glob Res High Educ 2020;3:3.
  • 3 Wei B. COVID-19 and online teaching in higher education: A case study of Peking University. Hum Behav Emerg Technol 2020;2:113-5.
  • 4 Kamal AA, Shaipullah NM, Truna L, Sabri M, Junaini SN. Transitioning to online learning during COVID-19 pandemic: Case study of a pre-university centre in Malaysia. Int J Adv Comput Sci Appl 2020;6:1.
  • 5 Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, limitations and recommendations for online learning during COVID-19 pandemic era. Pak J Med Sci 2020;36:S27-31.
  • 6 Khalil R, Mansour AE, Fadda WA, Almisnid K, Aldamegh M, Al-Nafeesah A, et al. The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: A qualitative study exploring medical students' perspectives. BMC Med Educ 2020;20:285.