Abstract Distance learning can be defined as education or training offered to participants at a different place, physically distant from the lecturer or sources of information. The difference in attitudes and knowledge of students about distance learning in relation to gender and year of studying was examined. The study sample included 371 students of the Faculty of Medicine in Niš (165 students were at the first year of studies and 206 students were at the sixth year of studies). Originally structured epidemiological questionnaire was distributed to students. Gender and age had no significant influence on students’ knowledge of distance learning. There was no statistically significant difference in taking positive attitudes about distance learning among medical students of the first and sixth year. Gender has statistically significantly affected the attitudes. E-learning does not eliminate the existing methods of learning, but it supplements them and greatly helps in teaching plans and programs.
References
1.
Masic I. E-Learning as New Method of Medical Education. Acta Informatica Medica. 2008;16(2):102.
2.
Prince NJ, Cass HD, Klaber RE. Accessing e‐learning and e‐resources. Medical Education. 2010;44(5):436–7.
3.
Svirko E, Mellanby J. Attitudes to e-learning, learning style and achievement in learning neuroanatomy by medical students. Medical Teacher. 2008;30(9–10):e219–27.
Dørup J. Experience and Attitudes towards Information Technology among First-Year Medical Students in Denmark: Longitudinal Questionnaire Survey. Journal of Medical Internet Research. 6(1):e10.
6.
Liu Z, Huang X. Gender differences in the online reading environment. Journal of Documentation. 2008;64(4):616–26.
7.
Carbonaro M, King S, Taylor E, Satzinger F, Snart F, Drummond J. Integration of e-learning technologies in an interprofessional health science course. Medical Teacher. 2008;30(1):25–33.
8.
Gormley GJ, Collins K, Boohan M, Bickle IC, Stevenson M. Is there a place for e-learning in clinical skills? A survey of undergraduate medical students’ experiences and attitudes. Medical Teacher. 2009;31(1):e6–12.
9.
Strømsø HI, Grøttum P, Hofgaard Lycke K. Changes in student approaches to learning with the introduction of computer‐supported problem‐based learning. Medical Education. 2004;38(4):390–8.
The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.
