{"paper_id":"491e5a23-12e1-422e-943b-8a5dbf50fb71","body_text":"Telegram Messenger as a Learning Tool for Medical Students During Corona Virus Pandemic in the University of Benghazi | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Telegram Messenger as a Learning Tool for Medical Students During Corona Virus Pandemic in the University of Benghazi Hend Rafa Awad, Abeer Hussein Amer, Gada Abass This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5866193/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 16 You are reading this latest preprint version Abstract Globally, the impact of the COVID-19 epidemic reached all sides of life, and education was greatly affected. Medical education in Libya has constantly depended on the traditional classroom teaching method. These intense and impulsive changes in the education system may affect students and their prospective toward online classrooms. Hence, we aimed to study the advantages and disadvantages of online learning. Classes online with the use of the Telegram app were Studied. 299 participants (220 females and 79 males) from the first and second years of the Medical Faculty, University of Benghazi, contributed to the current study. The investigators employed data collection through a questionnaire during the study period from March to April of 2022. The outcomes of the present study showed that the applicants displayed highly positive attitudes toward using online learning during the COVID-19 period. On the other hand, the biggest difficulties that challenged students during online learning were the weakness of the internet connection and technical problems. In conclusion, learning online with both live classes and recorded videos can be included as a part of the curriculum for medical education, although it can never replace interactive face-to-face classroom learning or practical sessions. Telegram E-learning Corona virus (COVID-19) Medical education. Figures Figure 1 Figure 2 Figure 3 1. INTRODUCTION Corona virus targets the respiratory tract system and is highly contagious, and its infection could cause a wide range of symptoms, from the common cold to pneumonia and death. This triggered great distress in the whole globe, implicating movement control orders in the nations, changing the face of education definitely [ 1 ]. As a result, the medical education in the University of Benghazi began a wide range of teaching methods for the first time especially for the first to third year medical students to accommodate the off campus teaching lessons. This was achieved with the online lectures using the Telegram program. For the same reason, movement control orders (MCO) were implemented in many other nations throughout the globe. Nonetheless, the teaching and learning process is still carried out through online or virtual learning due to improved education and new norms. Technology has become a vital instrument for information delivery in order to actualize the goals of teaching and learning. A well-functioning piece of technology has the potential to completely transform how people conduct their jobs [ 2 ]. The employment of technology in classrooms and other educational settings will be utilized to categorize students' perceptions. It also turns into a crucial instrument for implementing and guaranteeing the effectiveness of online education. In addition, technology enhances the quality of instruction in the classroom and promotes knowledge discovery in a variety of ways [ 2 ]. Flexible learning was introduced at Philippine Local Colleges and Universities, [ 3 ]. It describes a type of learning that includes distance learning, flipped classrooms, blended learning, and fully online instruction. Prior studies have demonstrated that implementing online learning is nearly impossible without the right tools and convenient access [ 4 ]. Additionally, educational institutions are expected by the governments to deliberately prepare students for the possibility of information and communication technology integration in their curricula. When information and communication technology is used for the medical educational purpose, computer-based communication is incorporated into the regular teaching process in the classroom [ 5 ]. It was regarded as a crucial component for advancement and development, and it also serves as a useful instrument for implementing and guaranteeing effective online learning. Anyone can access educational websites at any time and from any location thanks to online learning and the internet. Enough computers for end users and a functional internet connection are prerequisites for a successful online learning project [ 5 ]. This contribution will assist in expanding the institution's knowledge of how to use the technology available, which will increase the interest and effectiveness of their studies. Global studies have also demonstrated that enhanced information and communication technology can result in enhanced academic practices and student learning [ 5 ]. It is widely believed that modern, high-quality technology can significantly increase the efficacy of the processes involved in teaching and learning. In keeping with the fourth industrial revolution, which is transforming our lifestyle and workplace. High-tech teaching aids, PowerPoint slides, internet access, and up-to-date teaching and learning resources are all necessary for the fourth industrial revolution in education. Using modern technology can increase efficiency and make it easier for students to comprehend what is being taught [ 5 ]. Accordingly, the current study investigated the Medical College students’ perceptions of using Telegram for E- learning. 2. AIM This study targets to investigate students' attitudes towards using online learning and the challenges facing them during the corona virus epidemic in Libya. 3. LITERATURE REVIEW Information and communication technologies, or ICT for short, are the networks of computers and the internet that are used to handle and exchange information for educational purposes. It may help students become more ready for the twenty-first century while also enhancing their learning. The use of ICT components can boost students' motivation, knowledge, and skill development. ICT is widely understood to refer to any combination of technologies that enabled human-to-human communication [ 6 ]. It fundamentally altered how people live, work, learn, and communicate. The use of ICT in the classroom is growing in importance because it fosters student collaboration and enhances transversal abilities that support social skills, problem solving, self-assurance, responsibility, and analytical and initiative capacity [ 7 ]. Modern multimedia and internet technologies work together to provide a constructive learning environment that is incredibly beneficial. As an alternative, it was recommended that lecturers and professors employ the most successful techniques to inspire pupils to learn. Additionally, this kind of learning technique not only becomes increasingly crucial during the MCO, but have grown necessary for individuals to understand the process of teaching and learning. Studies showed that the constructivism approach to online learning will enhance learning outcomes by promoting teamwork, dialogue, interaction, and the creation and exchange of information [ 8 ]. While others have suggested a constructivism learning using online learning as a learning medium based on the challenges encountered when learning computer programming [ 9 ]. Additionally, it affects the change in focus from teacher-centered to learner-centered instruction, encourages participation in knowledge creation, and enhances learning objectives [ 10 – 14 ]. In a 2018 study, explored the value of mobile learning. Their attention was drawn to the application Telegram. According to their research, using Telegram has a lot of potential and utility and gave students useful assistance in enhancing their learning abilities. [ 11 , 15 – 17 ]. 5. METHODS This study aims to collect data about students’ views towards the used of Telegram application as an educational tool in their learning course. A total of 299 students (n = 299) were participated in this study. These students are the full-time undergraduate students (first & second years' medical students) at university of Benghazi, faculty of medicine, Histology department. A 12-items online questionnaire was send using Google Form, including multiple-choice and open-ended questions. In addition, students were obligate to answer all questions. Therefore, all students completed the 12 items. Data were collected from 6-3-2022 to 6-4-2022 and analyzed using quantities, statistical and qualitative means. The participants were requested to read the statements given then select their responses based on 5-Likert scale ranged from 5 = Strongly Disagree, 4 = Disagree, 3 = Neutral, 2 = Agree and 1 = Strongly Agree. The Questionnaire comprised of three sections. Section A: regarding the demographic background of the participants, this consists of two items that included their academic year and gender. Section B: focus more perception on telegram app using, with eight items. While section C: contained two parts that related to the students' opinion regarding benefits and obstacles of telegram as a learning tool. Descriptive statistics were designed to examine the students’ perceptions of using telegram app. for medical education. The data collected were saved as an Excel file. Then, converted to SPSS (version 2021). They were presented by using percentage and frequency from the participants' response to the survey statements. P-values of < 0.05 is considered as statistically significant. 6. RESULTS Reliability of the Questionnaire The questionnaire was created by the researchers as an online questionnaire by the Google survey. This was done to facilitate and accelerate the collected data and to reach all the participants. For reliability, the researchers applied the reliability test; the study produced an acceptable result as a Cronbach Alpha of 0.743. Findings The outcomes of this study will give the output needed to answer the research questions. The findings were prepared according to the sections in the questionnaire. Table 1 . below shows the demographic background of respondent. From the overall population (n = 299) based on gender, there are 220 female participants with a percentage of 73.6% as compared to 79 male respondents with 26.4%. From the overall students based on academic year, the highest frequency of responds were from second year medical students with a total 197 (65.9%) compared to first year medical students with 102 (34.1%). Out of the total respondents, 258 (86.2%) students used Telegram application before, and the rest of them 41 (13.7%) using the application for the first time [figure 1 ]. As stated before, the eight statements of section B in the questionnaire regarding Telegram use consisted of five Likert scales. Consequently, these groups were pooled into three groups to make it easier for understanding students' opinions. These three categories are: Agree, neutral, and disagree. Table 2 demonstrates that the use of Telegram promotes active sharing of knowledge and engaging lessons for students’ best learning experience with recorded score of 209 (69.9%), while 11 (3.7%) disagreed. 161 (53.8%) of participants agreed to the item Telegram improve educational program, compared to 43 (14.4%) who disagreed. For neutral response, the result was 95 (31.8%). Additionally, 122 (40.8%) of students reported a neutral response regarding the quality of information in online learning classes. In contrast, 74 (35.7%) were satisfied. Moreover, 190 (63.6%) of the participants agreed that online learning helped them share their ideas with their peers and communicate with them, while 52 (17.4%) disagreed. 91 (30.4%) of students found that online learning enabled them to communicate with their teachers. On the other hand, 73 (24.4%) of the participants were neutral in their response and 135 (45.1%) were unsatisfied. According to the advice to use Telegram for the same course, 141 (47.2%) of the learners who participated in the current study agreed. However, 38 (12.7%) of them were neutral to the idea of the ability to repeat the process to the same course, while 120 (40.1%) disagreed. Many of the participants agreed that they counsel to use Telegram for other courses with 132 (44.1%). Regarding the benefits of using Telegram for participants, the majority of the users 122 (40.8%) use Telegram for easy information access, while 85 (28.4%) of participants use it for easy information access and time saving. About 25 (8.3%) of participants use it for sharing the information with colleagues and the 20 (6.6%) of participants said that the messenger helps us for social distant during COVID-19 epidemic. There was 23 (7.6%) see that no benefit was obtained from App using [figure 2 ]. Generally, most participants agreed that online learning has advantages more than drawbacks. As a result, most of students had great positive attitudes and preferred to use online learning during the Covide19 epidemic. An important relationship indicated between using of Telegram before and the App benefits [χ2 (6, N = 299) = 19.41, p = 0.004]. Similarly, there were high significant associations between academic year and benefits with [χ2 (6, N = 299) = 20.51, p = 0.002]. The reported challenges faced to online lectures by students during COVID-19 epidemic were low internet access i.e: poor internet speed, difficulties in downloading 114 (38.1%), no direct connection with the lecturer 49 (16.3%), and video's technological problems 32 (10.7%). On the other hand, there was 18 (6%) of students found that the app did not cover the practical part of the learning process, and 14 (4.6%) believed that the app is not suitable for education [figure 3 ]. A significant association indicated between gender and the obstacles [χ2 (6, N = 299) = 16.11, p = 0.013]. Table 1 Demographic Background of Respondent Gender Male 79 26.4% Female 220 73.6% Total 299 100% Academic Year First 102 34.1% Second 197 65.9% Total 299 100% Table 2 Descriptive Statistics Statement (N = 299) Response F(%) Telegram facilitates sharing information Strongly agree Agree Total 109 (36.5) 100 (33.4) 209 (69.9) Neutral 68 (22.7) Disagree Strongly disagree Total 11 (3.7) 11 (3.7) 22 (7.4) Total 299 (100) Improves educational program Strongly agree Agree Total 87 (29.1) 74 (24.7) 161 (53.8) Neutral 95 (31.8) Disagree Strongly disagree Total 25 (8.4) 18 (6) 43 (14.4) Total 299 (100) Information's quality is satisfactory Strongly agree Agree Total 33 (11) 74 (24.8) 107 (35.7) Neutral 122 (40.8) Disagree Strongly disagree Total 39 (13) 31 (10.4) 70 (23.4) Total 299 (100) Communicates with colleague Strongly agree Agree Total 81 (27.1) 109 (36.5) 190 (63.6) Neutral 57 (19) Disagree Strongly disagree Total 30 (10) 22 (7.4) 52 (17.4) Total 299 (100) Communicates with teachers Strongly agree Agree Total 42 (14) 49 (16.4) 91 (30.4) Neutral 73 (24.4) Disagree Strongly disagree Total 71 (23.7) 64 (21.4) 135 (45.1) Total 299 (100) Advise to use Telegram for the same course Strongly agree Agree Total 57 (19.1) 84 (28.1) 141 (47.2) Neutral 38 (12.7) Disagree Strongly disagree Total 47 (15.7) 73 (24.4) 120 (40.1) Total 299 (100) Advise to use Telegram for other courses Strongly agree Agree Total 58 (19.4) 74 (24.7) 132 (44.1) Neutral 46 (15.4) Disagree Strongly disagree Total 54 (18.1) 67 (22.4) 121 (40.5) Total 299 (100) 7. DISCUSSION Medical education undertook numerous challenges, and the abrupt lockdown situation due to COVID ‑19 has forced all medical institutions to implement online teaching methods. Medical Faculty of University of Benghazi also was forced to restructure its teaching and learning methods and had started online lectures with the assistance of Telegram platform. Thus, this study included several questions about the specific use of Telegram Application for medical education learning. The majority of participants (73.6%) who participated in this study were females and (65.9%) were in the second academic year. Therefore, most of the results related to those variables. The technology always acts as a medium for students to find related knowledge and information for their learning. Telegram assists in providing the latest and most current knowledge where students can attain it very easily and integrate it into their learning process. Most participants (69.9%) believed that online learning supports sharing information. Comparable results were found by other researchers who carried out surveys during the COVID-19 [ 18 ]. Quality assessment depends on student's satisfaction toward the electronic teaching and learning. Although student's judgments and perceptions, along with the feedback from lecturers, are a significant source of information for evaluating and also for improving quality of the electronic teaching and learning system, researchers recommend that such sources of feedback should be treated as a enhancement to the QA model's standards and not as a substitute for them [ 19 ]. According to the results of the survey, most of the participants are neither satisfied nor dissatisfied with the quality of the online teaching information while less percentage are satisfied, and the least percentage of participants are dissatisfied with online teaching. The result is in contrast with [ 20 ] which showed that the majority was content with the quality of online teaching. Sixty-three point six percent of participants believe that online teaching increases the level of cooperation between learners. Those finding are in line with the findings of other studies [ 18 ], who stated that the use of online discussion forums created chances for learners to gradually connect with other learners. Another study [ 21 ] also showed that online learning to some extent, might not compete with features of other learning, such as interactive knowledge building between students and teachers. Such restrictions could create opportunities for students to obtain self -learning methods through information technology. The results of this study also goes in accordance with our survey which displayed that the level of communication between teachers and students is less as compared to traditional teaching. Overall perception of the students regarding the advice to use Telegram for the same course and for the other courses, majority of the students favored using telegram for learning, and less percent of participants were unsatisfied that using Telegram as a teaching tool. This result indicates that students prefer to use Apps to improve learning skills, could be as a result of ease of access and time saving for the students and also the students would not need to go to the university campus and save on traveling. This is consistent with a previous study [ 22 ] who stated that 54,82 percent of the students say they are pleased with online learning, because of its advantages and functionality, such as participating actively in online class events, easy to use features in submission of online assignments, easily accessed references, and a progress in student motivation because of online discussions and activities, telegram is a great medium as an operational tool for teaching and learning. Interestingly 53.8% of participants agreed to the statement ʻTelegram had improved an educational programʼ. According to the results, there was a strong relation between using Telegram before and the App benefits, where students became more familiar handling technology. Easy access to information, time saving through learning from home, and active participation were the strongest advantages students received during online classes. Hence, the majority of contributors indorse online learning as an effective way of learning method compared to traditional face to face learning in agreement with [ 20 ], while other reported against these benefits [ 23 ], where participators assessed they were less active during electronic learning. According to the results, there was a highly significant association between academic year and advantages. In other words, second year medical students demonstrated valuable benefits in using Telegram. On the other hand, the use of this technology has its obstacles. Trying to find the difficulties faced by the learners during online classes in the Covid-19 period, the results showed that the highest problem that encountered students was internet access related difficulties which can be improved through governmental efforts to develop internet infrastructures. There were a group of students that unbeliever to the concept of using online App as teaching method (e.g. non-practical, not appropriate for education). The technical problems established by the current results match the findings of other researchers [ 24 ]. According to the results of this study, female medical students in Libya showed that technical problems in smoothly access to the internet for learning. This result is consistent with previous studies by [ 24 ] and inconsistent with the finding of [ 25 ], whose research showed that females are better than males in dealing with technical issues. 8. CONCLUSION This study aims to describe the benefits of using Telegram messenger as a Learning Tool during COVID-19 virus epidemic in the Faculty of Medicine, University of Benghazi, Libya. Telegram Messenger can be used as a teaching and learning tool, according to the research's findings. The percentage of respondents who agreed to use Telegram Messenger was 47.2%. The current study's results indicate that there are strong correlations between using of Telegram before and the app benefits, academic year and benefits, gender and obstacles. Positive remarks included time-saving and easy access to information. Additional advantages highlighted were enhanced communication among colleagues and an improved educational program. The finding of less communication with a teaching staff was unanticipated. Generally, online classes can be used as a supplement to live face‑to‑face classes. However, it cannot be a substitute for the established system of education. Proper technical equipment should be procured and kept ready to handle such exigencies. Declarations Conflicts of interest There are no conflicts of interest. Ethics approval and consent to participate This study was approved by the Research Ethics Committee at the Faculty of Medicine, University of Benghazi. The study was conducted in accordance with the ethical guidelines for research at the university. Participation in this study was entirely voluntary. Informed consent was obtained from all the participants involved in the study. Author Contribution A.A. and H.A. wrote the main manuscript and the finalization.G.A. prepared and collected the data and revised the first draft.H.A. prepared the figures.All authors reviewed the manuscript Data Availability The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request. References Rivai M. A. and Fenrianto S. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-5866193\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":false,\"archivedVersions\":[],\"articleType\":\"Research Article\",\"associatedPublications\":[],\"authors\":[{\"id\":411038927,\"identity\":\"74ddb08c-c753-424b-981c-286c0a2cab60\",\"order_by\":0,\"name\":\"Hend Rafa Awad\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"University of Benghazi\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Hend\",\"middleName\":\"Rafa\",\"lastName\":\"Awad\",\"suffix\":\"\"},{\"id\":411038932,\"identity\":\"62250ced-e31c-4715-bcf0-113b0bc541fd\",\"order_by\":1,\"name\":\"Abeer Hussein Amer\",\"email\":\"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA6UlEQVRIiWNgGAWjYDACCTiL+QADYwOQBlIHiNTClgDTwkCsFh4D4rTwz24++LiCwS6aX/rMN4mPOxjk+G4kMBzmwWfJnWPJhmcYknNn9uVuk5x5hsFYkpAWhhs5ZpINDMy5G87wbpPmbWNI3EBIi/yN/O8/Gxjqc/ef4XkG0lJPUIvBjRw2oKcP527g4WEDaUkwIKTF8M4xY8kGg+O5M86wGVvOPCNhOPPMw4aDc/Bokbvd/PBjQ0V1bn8P88MbH3fYyPMdTz744A0+70OcB2eBoomxgQlviGEFjD9I1jIKRsEoGAXDGAAASZZRqkFPfrIAAAAASUVORK5CYII=\",\"orcid\":\"\",\"institution\":\"University of Benghazi\",\"correspondingAuthor\":true,\"prefix\":\"\",\"firstName\":\"Abeer\",\"middleName\":\"Hussein\",\"lastName\":\"Amer\",\"suffix\":\"\"},{\"id\":411038933,\"identity\":\"79f5d14f-06a5-41f0-9377-2d21f83fd38b\",\"order_by\":2,\"name\":\"Gada Abass\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"University of Benghazi\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Gada\",\"middleName\":\"\",\"lastName\":\"Abass\",\"suffix\":\"\"}],\"badges\":[],\"createdAt\":\"2025-01-20 13:08:44\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-5866193/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-5866193/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":75705628,\"identity\":\"91358d45-380c-4030-a8d2-7660279390f5\",\"added_by\":\"auto\",\"created_at\":\"2025-02-07 10:12:17\",\"extension\":\"png\",\"order_by\":1,\"title\":\"Figure 1\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":47620,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cstrong\\u003eUsing of Telegram as an educational tool previously\\u003c/strong\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage1.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-5866193/v1/687397da904750b6e10edb55.png\"},{\"id\":75705629,\"identity\":\"0d8db03b-0950-4487-9cc5-b0a79eb61228\",\"added_by\":\"auto\",\"created_at\":\"2025-02-07 10:12:17\",\"extension\":\"png\",\"order_by\":2,\"title\":\"Figure 2\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":37661,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cstrong\\u003eAdvantages of using Telegram\\u003c/strong\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage2.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-5866193/v1/494734a2d08bdfba960125e9.png\"},{\"id\":75705830,\"identity\":\"dc42d67b-43af-454e-b5f1-9710aedaa8dc\",\"added_by\":\"auto\",\"created_at\":\"2025-02-07 10:20:17\",\"extension\":\"png\",\"order_by\":3,\"title\":\"Figure 3\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":48053,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cstrong\\u003eObstacles to use Telegram\\u003c/strong\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage3.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-5866193/v1/c94a3e1346cc23cd0d351b2e.png\"},{\"id\":75707069,\"identity\":\"5d92650c-7b69-4c3f-82a7-321473875f15\",\"added_by\":\"auto\",\"created_at\":\"2025-02-07 10:28:17\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":670555,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-5866193/v1/a336398f-4d68-47c6-9ff2-29d78aaffaf6.pdf\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"Telegram Messenger as a Learning Tool for Medical Students During Corona Virus Pandemic in the University of Benghazi\",\"fulltext\":[{\"header\":\"1. INTRODUCTION\",\"content\":\"\\u003cp\\u003eCorona virus targets the respiratory tract system and is highly contagious, and its infection could cause a wide range of symptoms, from the common cold to pneumonia and death. This triggered great distress in the whole globe, implicating movement control orders in the nations, changing the face of education definitely [\\u003cspan citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e1\\u003c/span\\u003e]. As a result, the medical education in the University of Benghazi began a wide range of teaching methods for the first time especially for the first to third year medical students to accommodate the off campus teaching lessons. This was achieved with the online lectures using the Telegram program. For the same reason, movement control orders (MCO) were implemented in many other nations throughout the globe. Nonetheless, the teaching and learning process is still carried out through online or virtual learning due to improved education and new norms. Technology has become a vital instrument for information delivery in order to actualize the goals of teaching and learning. A well-functioning piece of technology has the potential to completely transform how people conduct their jobs [\\u003cspan citationid=\\\"CR2\\\" class=\\\"CitationRef\\\"\\u003e2\\u003c/span\\u003e]. The employment of technology in classrooms and other educational settings will be utilized to categorize students' perceptions. It also turns into a crucial instrument for implementing and guaranteeing the effectiveness of online education. In addition, technology enhances the quality of instruction in the classroom and promotes knowledge discovery in a variety of ways [\\u003cspan citationid=\\\"CR2\\\" class=\\\"CitationRef\\\"\\u003e2\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eFlexible learning was introduced at Philippine Local Colleges and Universities, [\\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e3\\u003c/span\\u003e]. It describes a type of learning that includes distance learning, flipped classrooms, blended learning, and fully online instruction. Prior studies have demonstrated that implementing online learning is nearly impossible without the right tools and convenient access [\\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e4\\u003c/span\\u003e]. Additionally, educational institutions are expected by the governments to deliberately prepare students for the possibility of information and communication technology integration in their curricula. When information and communication technology is used for the medical educational purpose, computer-based communication is incorporated into the regular teaching process in the classroom [\\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e5\\u003c/span\\u003e]. It was regarded as a crucial component for advancement and development, and it also serves as a useful instrument for implementing and guaranteeing effective online learning. Anyone can access educational websites at any time and from any location thanks to online learning and the internet. Enough computers for end users and a functional internet connection are prerequisites for a successful online learning project [\\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e5\\u003c/span\\u003e]. This contribution will assist in expanding the institution's knowledge of how to use the technology available, which will increase the interest and effectiveness of their studies. Global studies have also demonstrated that enhanced information and communication technology can result in enhanced academic practices and student learning [\\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e5\\u003c/span\\u003e]. It is widely believed that modern, high-quality technology can significantly increase the efficacy of the processes involved in teaching and learning. In keeping with the fourth industrial revolution, which is transforming our lifestyle and workplace. High-tech teaching aids, PowerPoint slides, internet access, and up-to-date teaching and learning resources are all necessary for the fourth industrial revolution in education. Using modern technology can increase efficiency and make it easier for students to comprehend what is being taught [\\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e5\\u003c/span\\u003e]. Accordingly, the current study investigated the Medical College students\\u0026rsquo; perceptions of using Telegram for E- learning.\\u003c/p\\u003e\"},{\"header\":\"2. AIM\",\"content\":\"\\u003cp\\u003eThis study targets to investigate students' attitudes towards using online learning and the challenges facing them during the corona virus epidemic in Libya.\\u003c/p\\u003e\"},{\"header\":\"3. LITERATURE REVIEW\",\"content\":\"\\u003cp\\u003eInformation and communication technologies, or ICT for short, are the networks of computers and the internet that are used to handle and exchange information for educational purposes. It may help students become more ready for the twenty-first century while also enhancing their learning. The use of ICT components can boost students' motivation, knowledge, and skill development. ICT is widely understood to refer to any combination of technologies that enabled human-to-human communication [\\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e6\\u003c/span\\u003e]. It fundamentally altered how people live, work, learn, and communicate. The use of ICT in the classroom is growing in importance because it fosters student collaboration and enhances transversal abilities that support social skills, problem solving, self-assurance, responsibility, and analytical and initiative capacity [\\u003cspan citationid=\\\"CR7\\\" class=\\\"CitationRef\\\"\\u003e7\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eModern multimedia and internet technologies work together to provide a constructive learning environment that is incredibly beneficial. As an alternative, it was recommended that lecturers and professors employ the most successful techniques to inspire pupils to learn. Additionally, this kind of learning technique not only becomes increasingly crucial during the MCO, but have grown necessary for individuals to understand the process of teaching and learning. Studies showed that the constructivism approach to online learning will enhance learning outcomes by promoting teamwork, dialogue, interaction, and the creation and exchange of information [\\u003cspan citationid=\\\"CR8\\\" class=\\\"CitationRef\\\"\\u003e8\\u003c/span\\u003e]. While others have suggested a constructivism learning using online learning as a learning medium based on the challenges encountered when learning computer programming [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e]. Additionally, it affects the change in focus from teacher-centered to learner-centered instruction, encourages participation in knowledge creation, and enhances learning objectives [\\u003cspan additionalcitationids=\\\"CR11 CR12 CR13\\\" citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e]. In a 2018 study, explored the value of mobile learning. Their attention was drawn to the application Telegram. According to their research, using Telegram has a lot of potential and utility and gave students useful assistance in enhancing their learning abilities. [\\u003cspan citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e11\\u003c/span\\u003e, \\u003cspan additionalcitationids=\\\"CR16\\\" citationid=\\\"CR15\\\" class=\\\"CitationRef\\\"\\u003e15\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e].\\u003c/p\\u003e\"},{\"header\":\"5. METHODS\",\"content\":\"\\u003cp\\u003eThis study aims to collect data about students\\u0026rsquo; views towards the used of Telegram application as an educational tool in their learning course. A total of 299 students (n\\u0026thinsp;=\\u0026thinsp;299) were participated in this study. These students are the full-time undergraduate students (first \\u0026amp; second years' medical students) at university of Benghazi, faculty of medicine, Histology department. A 12-items online questionnaire was send using Google Form, including multiple-choice and open-ended questions. In addition, students were obligate to answer all questions. Therefore, all students completed the 12 items. Data were collected from 6-3-2022 to 6-4-2022 and analyzed using quantities, statistical and qualitative means.\\u003c/p\\u003e \\u003cp\\u003e The participants were requested to read the statements given then select their responses based on 5-Likert scale ranged from 5\\u0026thinsp;=\\u0026thinsp;Strongly Disagree, 4\\u0026thinsp;=\\u0026thinsp;Disagree, 3\\u0026thinsp;=\\u0026thinsp;Neutral, 2\\u0026thinsp;=\\u0026thinsp;Agree and 1\\u0026thinsp;=\\u0026thinsp;Strongly Agree.\\u003c/p\\u003e \\u003cp\\u003eThe Questionnaire comprised of three sections. Section A: regarding the demographic background of the participants, this consists of two items that included their academic year and gender. Section B: focus more perception on telegram app using, with eight items. While section C: contained two parts that related to the students' opinion regarding benefits and obstacles of telegram as a learning tool.\\u003c/p\\u003e \\u003cp\\u003eDescriptive statistics were designed to examine the students\\u0026rsquo; perceptions of using telegram app. for medical education. The data collected were saved as an Excel file. Then, converted to SPSS (version 2021). They were presented by using percentage and frequency from the participants' response to the survey statements. P-values of \\u0026lt;\\u0026thinsp;0.05 is considered as statistically significant.\\u003c/p\\u003e\"},{\"header\":\"6. RESULTS\",\"content\":\"\\u003cp\\u003e \\u003cb\\u003eReliability of the Questionnaire\\u003c/b\\u003e \\u003c/p\\u003e \\u003cp\\u003eThe questionnaire was created by the researchers as an online questionnaire by the Google survey. This was done to facilitate and accelerate the collected data and to reach all the participants. For reliability, the researchers applied the reliability test; the study produced an acceptable result as a Cronbach Alpha of 0.743.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFindings\\u003c/b\\u003e \\u003c/p\\u003e \\u003cp\\u003eThe outcomes of this study will give the output needed to answer the research questions. The findings were prepared according to the sections in the questionnaire. Table\\u0026nbsp;\\u003cspan refid=\\\"Tab1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e. below shows the demographic background of respondent. From the overall population (n\\u0026thinsp;=\\u0026thinsp;299) based on gender, there are 220 female participants with a percentage of 73.6% as compared to 79 male respondents with 26.4%. From the overall students based on academic year, the highest frequency of responds were from second year medical students with a total 197 (65.9%) compared to first year medical students with 102 (34.1%). Out of the total respondents, 258 (86.2%) students used Telegram application before, and the rest of them 41 (13.7%) using the application for the first time [figure \\u003cspan refid=\\\"Fig1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eAs stated before, the eight statements of section B in the questionnaire regarding Telegram use consisted of five Likert scales. Consequently, these groups were pooled into three groups to make it easier for understanding students' opinions. These three categories are: Agree, neutral, and disagree. Table\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e demonstrates that the use of Telegram promotes active sharing of knowledge and engaging lessons for students\\u0026rsquo; best learning experience with recorded score of 209 (69.9%), while 11 (3.7%) disagreed. 161 (53.8%) of participants agreed to the item Telegram improve educational program, compared to 43 (14.4%) who disagreed. For neutral response, the result was 95 (31.8%). Additionally, 122 (40.8%) of students reported a neutral response regarding the quality of information in online learning classes. In contrast, 74 (35.7%) were satisfied.\\u003c/p\\u003e \\u003cp\\u003eMoreover, 190 (63.6%) of the participants agreed that online learning helped them share their ideas with their peers and communicate with them, while 52 (17.4%) disagreed. 91 (30.4%) of students found that online learning enabled them to communicate with their teachers. On the other hand, 73 (24.4%) of the participants were neutral in their response and 135 (45.1%) were unsatisfied.\\u003c/p\\u003e \\u003cp\\u003eAccording to the advice to use Telegram for the same course, 141 (47.2%) of the learners who participated in the current study agreed. However, 38 (12.7%) of them were neutral to the idea of the ability to repeat the process to the same course, while 120 (40.1%) disagreed. Many of the participants agreed that they counsel to use Telegram for other courses with 132 (44.1%).\\u003c/p\\u003e \\u003cp\\u003e Regarding the benefits of using Telegram for participants, the majority of the users 122 (40.8%) use Telegram for easy information access, while 85 (28.4%) of participants use it for easy information access and time saving. About 25 (8.3%) of participants use it for sharing the information with colleagues and the 20 (6.6%) of participants said that the messenger helps us for social distant during COVID-19 epidemic. There was 23 (7.6%) see that no benefit was obtained from App using [figure \\u003cspan refid=\\\"Fig2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e]. Generally, most participants agreed that online learning has advantages more than drawbacks. As a result, most of students had great positive attitudes and preferred to use online learning during the Covide19 epidemic. An important relationship indicated between using of Telegram before and the App benefits [χ2 (6, N\\u0026thinsp;=\\u0026thinsp;299)\\u0026thinsp;=\\u0026thinsp;19.41, p\\u0026thinsp;=\\u0026thinsp;0.004]. Similarly, there were high significant associations between academic year and benefits with [χ2 (6, N\\u0026thinsp;=\\u0026thinsp;299)\\u0026thinsp;=\\u0026thinsp;20.51, p\\u0026thinsp;=\\u0026thinsp;0.002].\\u003c/p\\u003e \\u003cp\\u003eThe reported challenges faced to online lectures by students during COVID-19 epidemic were low internet access i.e: poor internet speed, difficulties in downloading 114 (38.1%), no direct connection with the lecturer 49 (16.3%), and video's technological problems 32 (10.7%). On the other hand, there was 18 (6%) of students found that the app did not cover the practical part of the learning process, and 14 (4.6%) believed that the app is not suitable for education [figure \\u003cspan refid=\\\"Fig3\\\" class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e]. A significant association indicated between gender and the obstacles [χ2 (6, N\\u0026thinsp;=\\u0026thinsp;299)\\u0026thinsp;=\\u0026thinsp;16.11, p\\u0026thinsp;=\\u0026thinsp;0.013].\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab1\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 1\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eDemographic Background of Respondent\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"4\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e 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\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e299\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e100%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"2\\\" rowspan=\\\"3\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eAcademic Year\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eFirst\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e102\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e34.1%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eSecond\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e197\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e65.9%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e299\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e100%\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab2\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 2\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eDescriptive Statistics\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eStatement (N\\u0026thinsp;=\\u0026thinsp;299)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eResponse\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eF(%)\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"3\\\" rowspan=\\\"4\\\"\\u003e \\u003cp\\u003eTelegram facilitates sharing information\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eStrongly agree\\u003c/p\\u003e \\u003cp\\u003eAgree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e109 (36.5)\\u003c/p\\u003e \\u003cp\\u003e100 (33.4)\\u003c/p\\u003e \\u003cp\\u003e209 (69.9)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNeutral\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e68 (22.7)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eDisagree\\u003c/p\\u003e \\u003cp\\u003eStrongly disagree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e11 (3.7)\\u003c/p\\u003e \\u003cp\\u003e11 (3.7)\\u003c/p\\u003e \\u003cp\\u003e22 (7.4)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e299 (100)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"3\\\" rowspan=\\\"4\\\"\\u003e \\u003cp\\u003eImproves educational program\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eStrongly agree\\u003c/p\\u003e \\u003cp\\u003eAgree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e87 (29.1)\\u003c/p\\u003e \\u003cp\\u003e74 (24.7)\\u003c/p\\u003e \\u003cp\\u003e161 (53.8)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNeutral\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e95 (31.8)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eDisagree\\u003c/p\\u003e \\u003cp\\u003eStrongly disagree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e25 (8.4)\\u003c/p\\u003e \\u003cp\\u003e18 (6)\\u003c/p\\u003e \\u003cp\\u003e43 (14.4)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e299 (100)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"3\\\" rowspan=\\\"4\\\"\\u003e \\u003cp\\u003eInformation's quality is\\u003c/p\\u003e \\u003cp\\u003esatisfactory\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eStrongly agree\\u003c/p\\u003e \\u003cp\\u003eAgree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e33 (11)\\u003c/p\\u003e \\u003cp\\u003e74 (24.8)\\u003c/p\\u003e \\u003cp\\u003e107 (35.7)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNeutral\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e122 (40.8)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eDisagree\\u003c/p\\u003e \\u003cp\\u003eStrongly disagree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e39 (13)\\u003c/p\\u003e \\u003cp\\u003e31 (10.4)\\u003c/p\\u003e \\u003cp\\u003e70 (23.4)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e299 (100)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"3\\\" rowspan=\\\"4\\\"\\u003e \\u003cp\\u003eCommunicates with colleague\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eStrongly agree\\u003c/p\\u003e \\u003cp\\u003eAgree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e81 (27.1)\\u003c/p\\u003e \\u003cp\\u003e109 (36.5)\\u003c/p\\u003e \\u003cp\\u003e190 (63.6)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNeutral\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e57 (19)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eDisagree\\u003c/p\\u003e \\u003cp\\u003eStrongly disagree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e30 (10)\\u003c/p\\u003e \\u003cp\\u003e22 (7.4)\\u003c/p\\u003e \\u003cp\\u003e52 (17.4)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e299 (100)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"3\\\" rowspan=\\\"4\\\"\\u003e \\u003cp\\u003eCommunicates with teachers\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eStrongly agree\\u003c/p\\u003e \\u003cp\\u003eAgree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e42 (14)\\u003c/p\\u003e \\u003cp\\u003e49 (16.4)\\u003c/p\\u003e \\u003cp\\u003e91 (30.4)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNeutral\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e73 (24.4)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eDisagree\\u003c/p\\u003e \\u003cp\\u003eStrongly disagree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e71 (23.7)\\u003c/p\\u003e \\u003cp\\u003e64 (21.4)\\u003c/p\\u003e \\u003cp\\u003e135 (45.1)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e299 (100)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"3\\\" rowspan=\\\"4\\\"\\u003e \\u003cp\\u003eAdvise to use Telegram for the same course\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eStrongly agree\\u003c/p\\u003e \\u003cp\\u003eAgree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e57 (19.1)\\u003c/p\\u003e \\u003cp\\u003e84 (28.1)\\u003c/p\\u003e \\u003cp\\u003e141 (47.2)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNeutral\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e38 (12.7)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eDisagree\\u003c/p\\u003e \\u003cp\\u003eStrongly disagree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e47 (15.7)\\u003c/p\\u003e \\u003cp\\u003e73 (24.4)\\u003c/p\\u003e \\u003cp\\u003e120 (40.1)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e299 (100)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"3\\\" rowspan=\\\"4\\\"\\u003e \\u003cp\\u003eAdvise to use Telegram for other courses\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eStrongly agree\\u003c/p\\u003e \\u003cp\\u003eAgree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e58 (19.4)\\u003c/p\\u003e \\u003cp\\u003e74 (24.7)\\u003c/p\\u003e \\u003cp\\u003e132 (44.1)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNeutral\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e46 (15.4)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eDisagree\\u003c/p\\u003e \\u003cp\\u003eStrongly disagree\\u003c/p\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e54 (18.1)\\u003c/p\\u003e \\u003cp\\u003e67 (22.4)\\u003c/p\\u003e \\u003cp\\u003e121 (40.5)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTotal\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e299 (100)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e\"},{\"header\":\"7. DISCUSSION\",\"content\":\"\\u003cp\\u003eMedical education undertook numerous challenges, and the abrupt lockdown situation due to COVID ‑19 has forced all medical institutions to implement online teaching methods. Medical Faculty of University of Benghazi also was forced to restructure its teaching and learning methods and had started online lectures with the assistance of Telegram platform. Thus, this study included several questions about the specific use of Telegram Application for medical education learning. The majority of participants (73.6%) who participated in this study were females and (65.9%) were in the second academic year. Therefore, most of the results related to those variables. The technology always acts as a medium for students to find related knowledge and information for their learning.\\u003c/p\\u003e \\u003cp\\u003eTelegram assists in providing the latest and most current knowledge where students can attain it very easily and integrate it into their learning process. Most participants (69.9%) believed that online learning supports sharing information. Comparable results were found by other researchers who carried out surveys during the COVID-19 [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e]. Quality assessment depends on student's satisfaction toward the electronic teaching and learning. Although student's judgments and perceptions, along with the feedback from lecturers, are a significant source of information for evaluating and also for improving quality of the electronic teaching and learning system, researchers recommend that such sources of feedback should be treated as a enhancement to the QA model's standards and not as a substitute for them [\\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e19\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eAccording to the results of the survey, most of the participants are neither satisfied nor dissatisfied with the quality of the online teaching information while less percentage are satisfied, and the least percentage of participants are dissatisfied with online teaching. The result is in contrast with [\\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e20\\u003c/span\\u003e] which showed that the majority was content with the quality of online teaching.\\u003c/p\\u003e \\u003cp\\u003eSixty-three point six percent of participants believe that online teaching increases the level of cooperation between learners. Those finding are in line with the findings of other studies [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e], who stated that the use of online discussion forums created chances for learners to gradually connect with other learners. Another study [\\u003cspan citationid=\\\"CR21\\\" class=\\\"CitationRef\\\"\\u003e21\\u003c/span\\u003e] also showed that online learning to some extent, might not compete with features of other learning, such as interactive knowledge building between students and teachers. Such restrictions could create opportunities for students to obtain self -learning methods through information technology. The results of this study also goes in accordance with our survey which displayed that the level of communication between teachers and students is less as compared to traditional teaching.\\u003c/p\\u003e \\u003cp\\u003e Overall perception of the students regarding the advice to use Telegram for the same course and for the other courses, majority of the students favored using telegram for learning, and less percent of participants were unsatisfied that using Telegram as a teaching tool. This result indicates that students prefer to use Apps to improve learning skills, could be as a result of ease of access and time saving for the students and also the students would not need to go to the university campus and save on traveling. This is consistent with a previous study [\\u003cspan citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e22\\u003c/span\\u003e] who stated that 54,82 percent of the students say they are pleased with online learning, because of its advantages and functionality, such as participating actively in online class events, easy to use features in submission of online assignments, easily accessed references, and a progress in student motivation because of online discussions and activities, telegram is a great medium as an operational tool for teaching and learning.\\u003c/p\\u003e \\u003cp\\u003eInterestingly 53.8% of participants agreed to the statement ʻTelegram had improved an educational programʼ. According to the results, there was a strong relation between using Telegram before and the App benefits, where students became more familiar handling technology.\\u003c/p\\u003e \\u003cp\\u003eEasy access to information, time saving through learning from home, and active participation were the strongest advantages students received during online classes. Hence, the majority of contributors indorse online learning as an effective way of learning method compared to traditional face to face learning in agreement with [\\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e20\\u003c/span\\u003e], while other reported against these benefits [\\u003cspan citationid=\\\"CR23\\\" class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e], where participators assessed they were less active during electronic learning.\\u003c/p\\u003e \\u003cp\\u003e According to the results, there was a highly significant association between academic year and advantages. In other words, second year medical students demonstrated valuable benefits in using Telegram. On the other hand, the use of this technology has its obstacles. Trying to find the difficulties faced by the learners during online classes in the Covid-19 period, the results showed that the highest problem that encountered students was internet access related difficulties which can be improved through governmental efforts to develop internet infrastructures. There were a group of students that unbeliever to the concept of using online App as teaching method (e.g. non-practical, not appropriate for education). The technical problems established by the current results match the findings of other researchers [\\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e24\\u003c/span\\u003e]. According to the results of this study, female medical students in Libya showed that technical problems in smoothly access to the internet for learning. This result is consistent with previous studies by [\\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e24\\u003c/span\\u003e] and inconsistent with the finding of [\\u003cspan citationid=\\\"CR25\\\" class=\\\"CitationRef\\\"\\u003e25\\u003c/span\\u003e], whose research showed that females are better than males in dealing with technical issues.\\u003c/p\\u003e\"},{\"header\":\"8. CONCLUSION\",\"content\":\"\\u003cp\\u003eThis study aims to describe the benefits of using Telegram messenger as a Learning Tool during COVID-19 virus epidemic in the Faculty of Medicine, University of Benghazi, Libya. Telegram Messenger can be used as a teaching and learning tool, according to the research\\u0026apos;s findings. The percentage of respondents who agreed to use Telegram Messenger was 47.2%. The current study\\u0026apos;s results indicate that there are strong correlations between using of Telegram before and the app benefits, academic year and benefits, gender and obstacles. \\u0026nbsp;Positive remarks included time-saving and easy access to information. Additional advantages highlighted were enhanced communication among colleagues and an improved educational program. The finding of less communication with a teaching staff was unanticipated. Generally, online classes can be used as a supplement to live face‑to‑face classes. However, it cannot be a substitute for the established system of education. Proper technical equipment should be procured and kept ready to handle such exigencies.\\u0026nbsp;\\u003c/p\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003ch2\\u003eConflicts of interest\\u003c/h2\\u003e\\n\\u003cp\\u003eThere are no conflicts of interest.\\u003c/p\\u003e\\n\\u003cp\\u003e \\u003cstrong\\u003eEthics approval and consent to participate\\u003c/strong\\u003e \\u003c/p\\u003e\\n\\u003cp\\u003e This study was approved by the Research Ethics Committee at the Faculty of Medicine, University of Benghazi. The study was conducted in accordance with the ethical guidelines for research at the university. Participation in this study was entirely voluntary.\\u003c/p\\u003e\\n\\u003cp\\u003e \\u003cstrong\\u003eInformed consent\\u003c/strong\\u003e \\u003c/p\\u003e\\n\\u003cp\\u003ewas obtained from all the participants involved in the study.\\u003c/p\\u003e\\n\\u003ch2\\u003eAuthor Contribution\\u003c/h2\\u003e\\n\\u003cp\\u003eA.A. and H.A. wrote the main manuscript and the finalization.G.A. prepared and collected the data and revised the first draft.H.A. prepared the figures.All authors reviewed the manuscript\\u003c/p\\u003e\\n\\u003ch2\\u003eData Availability\\u003c/h2\\u003e\\n\\u003cp\\u003eThe datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\n\\u003cli\\u003eRivai M. A. and Fenrianto S. Analysis of corona virus spread uses the crisp-dm as a framework: Predictive modelling. Int. J. Adv. Trends Comput. Sci. Eng. 2020; 9(3): 2987\\u0026ndash;2994,doi: 10.30534/ijatcse/2020/76932020. \\u003c/li\\u003e\\n\\u003cli\\u003eYacob A., Kadir A, Zainudin O, and Zurairah A. Student Awareness Towards E-Learning In Education. Procedia - Soc. Behav. Sci. 2011; 67: 93\\u0026ndash;101, 2012, doi: 10.1016/j.sbspro. 2012.11.310. \\u003c/li\\u003e\\n\\u003cli\\u003eAbisado M. B, Unico B, Umoso G, Manuel F, and Barroso S. A Flexible Learning Framework Implementing Asynchronous Course Delivery for Philippine Local Colleges and Universities. Int. J. Adv. Trends Comput. Sci. Eng. 2020; vol. 9: 413\\u0026ndash;421. \\u003c/li\\u003e\\n\\u003cli\\u003eOliver, R., \\u0026amp; Towers, S. (2000). Up time: Information communication technology: Literacy and access for tertiary students in Australia, Canberra: Department of Education, Training and Youth Affairs.\\u003c/li\\u003e\\n\\u003cli\\u003eGhavifekr S, Razak A, Ghani M, Ran N, Meixi Y, and Tengyue Z. ICT Integration in Education: Incorporation for Teaching \\u0026amp; Learning Improvement. Malaysian Online J. Educ. Technol. 2014;2(2):24\\u0026ndash;45. \\u003c/li\\u003e\\n\\u003cli\\u003eGhavifekr S. and Rosdy W. Teaching and learning with technology: Effectiveness of ICT integration in schools. Int. J. Res. Educ. Sci. 2015;1(2):175\\u0026ndash;191, doi: 10.21890/ijres.23596. \\u003c/li\\u003e\\n\\u003cli\\u003eYahong H, Weihong W, and Li J. Teaching discrete mathematics with the constructivism learning theory. ICCSE 2011 - 6th Int. Conf. Comput. Sci. Educ. Final Progr. Proc., no. Iccse, 2011; pp. 815\\u0026ndash;816, doi: 10.1109/ICCSE.2011.6028762. \\u003c/li\\u003e\\n\\u003cli\\u003eSchreurs J and Al-Huneidi A. Development of a learner-centered learning process for a course - Case: The course Business Information Systems in Hasselt University. 2011 14th Int. Conf. Interact. Collab. Learn. ICL 2011 - 11th Int. Conf. Virtual Univ. VU\\u0026rsquo;11, no. September, 2011; pp. 256\\u0026ndash;263, doi: 10.1109/ICL.2011.6059586.\\u003c/li\\u003e\\n\\u003cli\\u003eYacob A, Mohd Saman A, and Yusoff M. Constructivism learning theory for programming through an e-learning. Proc. - 2012 6th Int. Conf. New Trends Inf. Sci. Serv. Sci. Data Min. (NISS, ICMIA NASNIT), ISSDM. 2012; no. January 2012, pp. 639\\u0026ndash;643.\\u003c/li\\u003e\\n\\u003cli\\u003eHeidari-shahreza, M. A., \\u0026amp; Khodarahmi, Z. Effect of MALL on the acquisition of word stress patterns of English by Iranian EFL learners : the case of Telegram. Journal of Applied Linguistics and Language Research. 2018; 5(1), 40\\u0026ndash;55. Retrieved from https://www.researchgate.net/publication/322488415%0AEffect. \\u003c/li\\u003e\\n\\u003cli\\u003eXodabande, I. The effectiveness of social media network telegram in teaching English language pronunciation to Iranian EFL learners. Cogent Education. 2017; 4(1):1\\u0026ndash;14. https://doi.org/10.1080/2331186X.2017.1347081. \\u003c/li\\u003e\\n\\u003cli\\u003eGhobadi, S., \\u0026amp; Taki, S. Effects of Telegram stickers on English vocabulary learning: focus on Iranian EFL learners. Research in English Language Pedagogy. 2018; 6(1): 139\\u0026ndash;158. \\u003c/li\\u003e\\n\\u003cli\\u003eAghajani, M., \\u0026amp; Adloo, M. The effect of online cooperative learning on students\\u0026rsquo; writing skills and attitudes through Telegram application. International Journal of Instruction. 2018; 11(3): 433\\u0026ndash;448. https://doi.org/10.12973/iji.2018.11330a. \\u003c/li\\u003e\\n\\u003cli\\u003eSetiawan, R., \\u0026amp; Wahyuni, N. C. English talk class based Telegram (E-talk castel) an innovative and creative strategy to stimulate students\\u0026rsquo; speaking skill. English Language and Literature International Conference. 2017; 1: 195\\u0026ndash;199. https://doi.org/10.29408/veles.v1i1.389.\\u003c/li\\u003e\\n\\u003cli\\u003eAkobirov, F., \\u0026amp; Vokhidova, N. (2018). A new generation of English learners-Telegram app users.\\u003c/li\\u003e\\n\\u003cli\\u003eNaderi, S., \\u0026amp; Akrami, A. EFL learners\\u0026rsquo; reading comprehension development through MALL: Telegram groups in focus. International Journal of Instruction. 2018; 11(2):339\\u0026ndash;350. https://doi.org/10.12973/iji.2018.11223a. \\u003c/li\\u003e\\n\\u003cli\\u003eAbbasi, M., \\u0026amp; Behjat, F. The effect of storytelling on Iranian EFL learners\\u0026rsquo; speaking complexity. Studies in English Language Teaching. 2016; 4(4): 416. https://doi.org/10.22158/selt.v4n4p416. \\u003c/li\\u003e\\n\\u003cli\\u003eBalaji, M. S., \\u0026amp; Chakrabarti, D. Student Interactions in OnlineDiscussion Forum: Empirical Research from \\u0026apos;Media Richness Theory\\u0026apos; Perspective. Journal of Interactive Online Learning 2010 ;9(1), 1-22.\\u003c/li\\u003e\\n\\u003cli\\u003eAlias, N., Zakariah, Z., Ismail, N.Z., \\u0026amp; Abd Aziz, M.N. E-learning successful elements for higher learning institutions in Malaysia. Procedia Social and Behavioral Sciences. 2011;67: 484-489.\\u003c/li\\u003e\\n\\u003cli\\u003eAkuratiya D. A. , Meddage D. N. R. Students\\u0026rsquo; Perception of Online Learning during COVID-19 Pandemic: A Survey Study of IT Students. International Journal of Research and Innovation in Social Science (IJRISS). 2020;4(9).\\u003c/li\\u003e\\n\\u003cli\\u003eBettinger EP, Fox L, Loeb S, Taylor ES. Virtual classrooms: How online college courses affect student success. Am Econ Rev. 2017;107:2855-75.\\u003c/li\\u003e\\n\\u003cli\\u003eGyane O. Perceptions of Students on The Use of Telegram During the Covid-19 Pandemic.Acta Informatica Malaysia. 2021;5(1): 21-24.\\u003c/li\\u003e\\n\\u003cli\\u003eBączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., \\u0026amp; Wożakowska-Kapłon, B. Students\\u0026rsquo; perception ofonline learning: A survey study of Polish medical students. Research Square. 2020; doi: https://doi.org/10.21203/rs.3.rs-41178/v1.\\u003c/li\\u003e\\n\\u003cli\\u003eAlghamdi A. and Alghamdi M. Online Learning during COVID-19 Virus Epidemic inSaudi Arabia: Students\\u0026apos; Attitudes and Complications. Journal of Education and Practice 2021;12(17): 17-30.\\u003c/li\\u003e\\n\\u003cli\\u003eAesaert, K., \\u0026amp; Van Braak, J. Gender and socioeconomic related differences in performance-based ICT competencies. Computers \\u0026amp; Education. 2015; 84: 8-25. http:// dx.doi.org/10.1016/j.compedu.2014.12.017.\\u003c/li\\u003e\\n\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":false,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":true,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-education\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"diedu\",\"sideBox\":\"Learn more about [Discover Education](https://www.springer.com/journal/44217)\",\"snPcode\":\"44217\",\"submissionUrl\":\"https://submission.nature.com/new-submission/44217/3\",\"title\":\"Discover Education\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true},\"keywords\":\"Telegram, E-learning, Corona virus (COVID-19), Medical education.\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-5866193/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-5866193/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003eGlobally, the impact of the COVID-19 epidemic reached all sides of life, and education was greatly affected. Medical education in Libya has constantly depended on the traditional classroom teaching method. These intense and impulsive changes in the education system may affect students and their prospective toward online classrooms. Hence, we aimed to study the advantages and disadvantages of online learning. Classes online with the use of the Telegram app were Studied. 299 participants (220 females and 79 males) from the first and second years of the Medical Faculty, University of Benghazi, contributed to the current study. The investigators employed data collection through a questionnaire during the study period from March to April of 2022. The outcomes of the present study showed that the applicants displayed highly positive attitudes toward using online learning during the COVID-19 period. On the other hand, the biggest difficulties that challenged students during online learning were the weakness of the internet connection and technical problems. In conclusion, learning online with both live classes and recorded videos can be included as a part of the curriculum for medical education, although it can never replace interactive face-to-face classroom learning or practical sessions.\\u003c/p\\u003e\",\"manuscriptTitle\":\"Telegram Messenger as a Learning Tool for Medical Students During Corona Virus Pandemic in the University of Benghazi\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2025-02-07 10:12:12\",\"doi\":\"10.21203/rs.3.rs-5866193/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0},{\"type\":\"decision\",\"content\":\"Revision requested\",\"date\":\"2025-02-26T08:26:48+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2025-02-26T08:20:08+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"85475418699239676609228333729699117206\",\"date\":\"2025-02-25T14:09:19+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"188741429705783710321443499383682267989\",\"date\":\"2025-02-23T07:43:13+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2025-02-18T10:02:13+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2025-02-17T05:20:27+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"7433490278183460864927243670345480454\",\"date\":\"2025-02-15T04:38:57+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"231465749019293276708392742092465056433\",\"date\":\"2025-02-14T21:44:59+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"202793001421926673301830097919767918788\",\"date\":\"2025-02-14T10:57:37+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"149669617355373857549165308249053172757\",\"date\":\"2025-02-13T01:54:13+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"279198233911631406689443413984576081954\",\"date\":\"2025-02-10T10:07:39+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"153950953888530418768878729254447557853\",\"date\":\"2025-02-10T10:03:58+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewersInvited\",\"content\":\"\",\"date\":\"2025-02-10T09:58:02+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorAssigned\",\"content\":\"\",\"date\":\"2025-02-06T05:59:17+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"checksComplete\",\"content\":\"\",\"date\":\"2025-02-04T12:05:22+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"submitted\",\"content\":\"Discover Education\",\"date\":\"2025-01-20T13:05:53+00:00\",\"index\":\"\",\"fulltext\":\"\"}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-education\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"diedu\",\"sideBox\":\"Learn more about [Discover Education](https://www.springer.com/journal/44217)\",\"snPcode\":\"44217\",\"submissionUrl\":\"https://submission.nature.com/new-submission/44217/3\",\"title\":\"Discover Education\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"ee3c08ce-10ed-4b2a-8050-112bdcb8829e\",\"owner\":[],\"postedDate\":\"February 7th, 2025\",\"published\":true,\"recentEditorialEvents\":[],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"under-review\",\"subjectAreas\":[],\"tags\":[],\"updatedAt\":\"2025-07-22T08:08:22+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2025-02-07 10:12:12\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-5866193\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-5866193\",\"identity\":\"rs-5866193\",\"version\":[\"v1\"]},\"buildId\":\"8U1c8b4HqxoKbykW_rLl7\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}