Comparing E-Learning and In- Person Teaching Methods for the course “Clinical Aspects of Audiology” for Syrian Post-Graduate Audiology Students

Comparing E-Learning and In- Person Teaching Methods for the course “Clinical Aspects of Audiology” for Syrian Post-Graduate Audiology Students | 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 Comparing E-Learning and In- Person Teaching Methods for the course “Clinical Aspects of Audiology” for Syrian Post-Graduate Audiology Students Rodaina Mehrez, Adnan Badour, Mayssoon Dashash This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4116098/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Objective This study aims to compare the effectiveness of traditional learning with e-learning in terms of student acceptance of the scientific material, as well as their practical and clinical experiences. Methods In the academic year 2019/ 2020, traditional learning was applied to teach 31 first- year audiology master's students on the topic of clinical aspects of audiology. Subsequently, in the academic year 2020/2021, e-learning was applied to teach 29 first- year audiology master's students. A comparison was conducted between the two groups to assess student acceptance of the scientific material, their satisfaction with the teaching and evaluation methods, and the practical and clinical experiences they gained. Results There was no statistically significant difference observed between the two groups regarding student acceptance of the subject, teaching methods ,and evaluation process. However, students in the e-learning group reported feeling more comfortable dealing with the subject compared to those in the traditional learning group. Additionally, traditional learning students exhibited higher level of motivation in comparisons to their learning counterparts. No statistically significant difference was found in terms of theoretical knowledge and practical experience gained between the two groups. Conclusion Both traditional learning and e-learning methods demonstrated efficacy in delivering scientific material, and were well- received by students. E-learning traditional learning teaching methods evaluation methods theoretical knowledge practical experience Introduction Traditional education, which typically involves face to-face or in class teaching, has long been a prevalent and effective educational method. Rooted in live interactions and social communication [ 1 ], traditional learning promotes student interaction in shared physical places, providing opportunities for interpersonal relationships. The visual and non –verbal cues exchanged during lectures enable communication, allowing for immediate feedback on spontaneous inquiries. Additionally, face-to-face interactions enhances student engagement, and promotes concentration of students. The global onset of the COVID-19 pandemic in 2020 had a profound effect on education worldwide. Amid uncertainties regarding the disease and its management, educational institutions were compelled to address challenges faced from interruptions of learning. This pandemic underscored the importance of exploring alternative approaches to maintain the educational process, particularly in field like medical education [ 2 ]. These unprecedented circumstances provided opportunities for e-learning initiatives to emerge. E-learning is an innovative approach to acquiring knowledge, skills and expertise [ 3 ]. It utilizes various technologic tools to facilitate learning anytime and anywhere tailored to individual preferences [ 4 ]. This modern educational paradigm leverages technology to augment the learning experiences [ 5 ]. E-learning represents a transformative educational method that originated in the 1980s, evolving over time to offer enhanced features, accessibility and global acceptance [ 6 ]. A key distinction between e-learning and traditional methods appears in social interaction; while traditional settings facilitate direct teacher-student engagement, e-learning affords, flexibility in both timing and location for participation [ 9 ]. Moreover, e-learning capitalizes on multimedia resources for content delivery, in contrast to the oral delivery typically associated with traditional instruction. In e-learning environments, learners actively engage in information exchange, fostering collaborating discussions on diverse topics, while traditional learning is mainly based on the teacher who is the one responsible of delivering the learning material, [ 10 ]. Several studies have explored the differences between e-learning and traditional learning across various aspects of learning process. In 2009, Congdon and his colleagues [ 11 ] undertaken a study comparing the academic performance and student experience of two groups of first- year pharmacy students, One group attended lectures in person at the college, while the other group received lectures electronically. Surprisingly, the study found no statistically significant differences between the two groups in terms of academic performance and student experience. In 2018, Almaghasleh [ 12 ] undertaken a study in Saudi Arabia, revealing that the majority of pharmaceutical students at King’s Sa’ud University preferred the traditional learning approach and synchronous e-learning over asynchronous e-learning. Similarly, Ronnie study in 2020 [ 13 ] explored the implementation of e-learning for medical students in the Philippines during the COVID-19 pandemic. The study highlighted various obstacles faced by students socially, technically, and personally as well as factors related to the college they attended. Paul and colleagues [14] published a study aiming to determine the most effective learning method by comparing academic performance and student experience between e-learning and traditional learning. Although no significant differences were found between the two learning methods, the researcher addressed the importance of enhancing e-learning techniques due to its flexibility and ability to cater to a broader audience of learners. In the Arab world, the implications of e-learning are still in the beginning and not yet got the acceptance of all academic stuff and students due to the current modest infrastructure, limited technical capabilities, problematical virtual learning environment, and weak technical skills. Dashash in 2023 [ 15 ] discussed this issue and addressed the importance of e-learning and possibilities to implicate it in the higher education’s institutions. She also suggested many methods for designing and delivery of online education in the Arab world. Based on the existing knowledge and lack of studies investigating the effectiveness of online learning in the field of audiology, this study aimed to compare traditional and e- learning methods for post-graduate audiology students. Materials and Methods This study included 60 postgraduate students from the Audiology department of the Health Sciences Faculty at Damascus University who accepted to take part in this study between 2019–2021. Ethical approval was obtained from the Syrian Virtual University, (No. 370/0, dated 3/3/2024). These students were divided into two groups. The first group consisted of 31 students (20 females, 11 males) in their first year of the audiology master program during the 2019/2020 academic year. This group received lectures on "clinical Aspects of Audiology" in the traditional classroom settings at the Health Sciences College of Damascus University through weekly lectures until the COVID-19 lockdown. Group 2 included 29 students (16 females, 13 males) in their first year of audiology master during 2020/2021 academic year. Due to the pandemic and the shift to e-learning, this group also studied "Clinical Aspects of Audiology" through online measures. Synchronous lectures were organized weekly to engage students in discussions and exchange ideas. The study utilized an electronic survey on Google Forms (Google LLC, Mountain View, California), comprising two questionnaires. The first questionnaire administrated to the traditional learning group and the other was administrated to the e-learning group. Each questionnaire consisted of 9 multiple- choice questions focusing on student’s satisfaction, learning model, teacher interaction, clinical experience and theoretical knowledge acquisition, and obstacles faced during the course. Responses were rated using a Likert scale with 4 grades: very good, good, acceptable, not satisfactory. The researcher evaluated the theoretical and clinical exams results of both groups, along with their clinical assessments during the academic years. Data analysis was performed using SPSS V27 with t -test which for comparing mean exams results, and clinical assessments. Fisher’s exact test was also applied to compare the questionnaires results between the two groups. A Significance was set at P value < 0.05. Results By comparing the results of each question of the two questionnaires we got the following results. The first questions asked about the students assessment of the subject. By comparing the results of these questions’ answers P value was 0.36 > 0.05. No statistically important difference was noted between the two groups. Table (1) The answers of the 1st question (assessment of the subject (clinical aspects of audiology)). Answer Traditional learning E-Learning Sum A Very good 16 (51.6%) 11 (37.9%) 27 (45%) B good 9 (29%) 14 (48.3%) 23 (38.3%) C acceptable 5 (16.1%) 4 (13.8%) 9 (15%) D Not satisfactory 1 (3.2%) 0 (0%) 1 (1.7%) Sum 31 (100%) 29 (100%) 60 (100%) The second questions asked about the time flexibility, P value was 0.41 > 0.05. No statistically important difference was noted between the two groups. Table (2) The answers of the 2nd question(time flexibility of studying the subject). Answer Traditional learning E-Learning Sum A Very good 11 (35.5%) 4 (13.8%) 15 (25%) B good 13 (41.9%) 12 (41.4%) 25 (41.7%) C acceptable 5 (16.1%) 7 (24.1%) 12 (20%) D Not satisfactory 2 (6.5%) 6 (20.7%) 8 (13.3%) Sum 31 (100%) 29 (100%) 60 (100%) The third questions of the questionnaires asked about the place flexibility of the lectures. By comparing the results of the groups P value was 0.016 < 0.05. A statistically important difference was noted, so that the e-learning group feels more flexible having the lectures online, while traditional learning group found it a little demanding to attain the lectures personally at the college. Table (3) The answers of the 3rd question (place flexibility of the lectures). Answer Traditional learning E-Learning Sum A Very good 8 (25.8%) 19 (65.5%) 27 (45%) B good 14 (45.2%) 5 (17.2%) 19 (31.7%) C acceptable 4 (12.9%) 3 (10.3%) 7 (11.7%) D Not satisfactory 5 (16.1%) 2 (6.9%) 7 (11.7%) Sum 31 (100%) 29 (100%) 60 (100%) The fourth questions asked about the adequacy of the teacher’s explication of the subject’s information. By comparing the results of the two groups p value was 0.805 > 0.05. so, No statistically important difference was noted. Table (4) The answers of the 4th question (adequacy of the teacher’s explication of the subject’s information) Answer Traditional learning E-Learning Sum A Very good 20 (64.5%) 17 (58.6%) 37 (61.7%) B good 6 (19.4%) 8 (27.6%) 14 (23.3%) C acceptable 4 (12.9%) 4 (13.8%) 8 (13.3%) D Not satisfactory 1 (3.2%) 0 (0%) 1 (1.7%) Sum 31 (100%) 29 (100%) 60 (100%) The fifth questions asked about the ability of the teacher’s to answer the questions of the students adequately. By comparing the results of the two groups P value was 0.861 > 0.05. No statistically important difference was noted Table (5) the answers of the 5th question (the ability of the teacher’s to answer the question of the students adequately) Answer Traditional learning E-Learning Sum A Very good 15 (48.4%) 16 (55.2%) 31 (51.7%) B good 8 (25.8%) 8 (27.6%) 16 (26.7%) C acceptable 7 (22.6%) 4 (13.8%) 11 (18.3%) D Not satisfactory 1 (3.2%) 1 (3.4%) 2 (3.3%) Sum 31 (100%) 29 (100%) 60 (100%) The sixth question asked about students’ satisfaction with the model of learning. No statistically important difference was noted by comparing the results of the two groups. p value was 0.117 > 0.05. Table (6) The answers of the 6th question (students’ satisfaction with the model of learning) Answer Traditional learning E-Learning Sum A Very good 6 (19.4%) 14 (48.3%) 18 (30%) B good 17 (54.8%) 9 (31%) 23 (38.3%) C acceptable 5 (16.1%) 4 (13.8%) 12 (20%) D Not satisfactory 3 (9.7%) 2 (6.9%) 7 (11.7%) Sum 31 (100%) 29 (100%) 60 (100%) The seventh question of the two questionnaires asked about the motivation and competition students felt during the study of the subject. p value was 0.012 < 0.05 so A statistically important difference was noted between the two groups that the group of traditional learning are more motivated and competitive than students of e-learning group. Table (7) The answers of the 7th question (the motivation and competition students felt during the study of the subject) Answer Traditional learning E-Learning sum A Very good 15 (48.4%) 3 (10.3%) 18 (30%) B good 9 (29%) 14 (48.3%) 23 (38.3%) C acceptable 5 (16.1%) 7 (24.1%) 12 (20%) D Not satisfactory 2 (6.5%) 5 (17.2%) 7 (11.7%) Sum 31 (100%) 29 (100%) 60 (100%) The eighth question asked about using the subject’s information in the clinical practice. by comparing the results of the two groups P value was 0.250 > 0.05 and No statistically important difference was noted. Table (8) The answers of the 8th question (using the subject’s information in the clinical practice) Answer Traditional learning E-Learning Sum A Very good 13 (41.9%) 8 (27.6%) 21 (35%) B good 12 (38.7%) 11 (37.9%) 23 (38.3%) C acceptable 6 (19.4%) 7 (24.1%) 13 (21.7%) D Not satisfactory 0 (0%) 3 (10.3%) 3 (5%) Sum 31 (100%) 29 (100%) 60 (100%) The ninth questions of the two questionnaires asked about the satisfaction of the students with assessment methods (types of exams). The P value was 0.332 > 0.05 when comparing the answers of the question in the two groups, and No statistically important difference was noted. Table (9) The answers of the 9th question (the satisfaction of the students with assessment methods (types of exams)). Answer Traditional learning E-Learning Sum A Very good 10 (32.3%) 6 (20.7%) 16 (26.7%) B good 9 (29%) 13 (44.8%) 22 (36.7%) C acceptable 8 (25.8%) 9 (31%) 17 (28.3%) D Not satisfactory 4 (12.9%) 1 (3.4%) 5 (8.3%) Sum 31 (100%) 29 (100%) 60 (100%) Table (10) the difference between the two groups’ answers. Question No. Traditional learning e-learning P value 1 what is your assessment of the course “clinical aspects of audiology” teached traditionally in the health sciences college? what is your assessment of the course “clinical aspects of audiology that you took through E-learning model? 0.36 2 are you satisfied with the lectures’ timing? Are you satisfied with the time flexibility of the E-learning model? 0.41 3 Are you satisfied with the lectures’ place at the health sciences college? Are you satisfied with the lectures’ place flexibility of the E-learning model? 0.016 4 Are you satisfied with the teacher’s explication of the subject’s information? Are you satisfied with the teacher’s facilitation role? 0.805 5 Are you satisfied with the ability of the teacher to answer your questions adequately? Are you satisfied with the ability of the teacher to answer your questions adequately? 0.861 6 Are you satisfied with the benefits you got from having the course in the lectures’ room lively with the teacher and other students? Are you satisfied with the multi-media, and on-line resources used to teach the course? 0.117 7 Do you feel any degree of motivation and competition? Do you feel any degree of motivation and competition? 0.012 8 Do you feel that the information you got from the course teached traditionally is useful in your clinical practice? Do you feel that the information you got from the course given to you by E-learning model is useful in your clinical practice? 0.250 9 Are you satisfied with the assessment methods? Are you satisfied with the assessment methods? 0.332 To assess the difference of the theoretical knowledge the students got from the subject, the researcher revised the results of the theoretical exams of the two groups. Using T test, to compare the mean values of the results of the two groups, the P value was 0.460 > 0.05, so there was no statistically important difference between the two groups. The same was noticed when comparing the results of the clinical practice of the two groups, by using the T test, the P value was 0.413 > 0.05, and also no statistically important difference between the two groups was noticed. Discussion This research aims to compare the traditional learning method with on-line learning to show the importance of e-learning as an important teaching methods that can be used widely without affecting the quality of teaching or learning process. We used electronic surveys to gather the students view point about the difference between the two teaching methods. And revising the assessment results of the two groups helped in determining the effect of the teaching method on the clinical experience and knowledge that the student get through any method of teaching. The present study didn’t indicate any important differences between the group of the traditional learning and the group of e-learning according to assessment of the subject, the time flexibility of studying, adequacy of the teacher’s explication of the subject’s information, the ability of the teacher’s to answer the question of the students adequately, the benefits students got from the two models of teaching, the ability of using the subject’s information in the clinical practice, and the satisfaction of the students with assessment methods. While difference of a statistical importance was found between the two groups according to lectures’ place flexibility, so students of e-learning group felt more flexible to have the lectures online, without being obligate to go to the college and attend the lectures personally like students of the traditional learning group. And the researcher also found a statistically important difference when comparing the two groups according to the motivation and competition factors. Students of traditional learning group confessed that they felt more competitive and motivated than students of the other group. Similar findings were obtained by Amanda in 2018 [ 16 ] who found that students of e-learning feel more comfortable with learning in a virtual environment than those of traditional learning. Also A.Allaham in 2023 [ 17 ] found that online learning is effective for improving learning and it attains both engagement and satisfaction. Al Masri in 2021 [ 18 ] reached the same result that Most of the participants in e-learning courses show satisfaction with their knowledge and self-confidence improvement after the E-learning experiment. In the other side, Arifani in 2020 [ 19 ] found that motivation factors and social interactions is more obvious and effective among students of traditional learning compared to e-learning students these results corresponds firmly with the results of this study. When talking about the theoretical knowledge and clinical experience that the students of the two groups got from studying the subject of (clinical aspects of audiology). No statistically important differences were found between the two groups. Kanjarawi in 2022 [ 20 ] reported that E-learning is an effective and a feasible learning method, it helps to improve clinical skills, and promote positive attitudes of clinical practitioners towards it. Vallee in 2020 [ 21 ] found that e-learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education, while Faulconer in 2018 [ 22 ] found that academic results are better for students of e-learning compared to results of traditional learning students. In 2014 Salter and his colleagues [ 23 ] via a systemic review found that E-learning effectively increases knowledge and is highly an acceptable learning method among students. But, there is limited evidence that e-learning effectively improves skills or professional practice, and there is also no evidence that e-learning is effective at increasing knowledge long term. Voana and colleagues in 2018 [24] found that When compared to traditional learning, e-learning may make little or no difference in patient outcomes or health professionals' behaviors, skills or knowledge. Conclusion This study helps to assess the differences between e-learning and traditional learning in Damascus University. It confirms that e-learning that was applied to audiology master students have the same advantages as traditional learning, but students of traditional learning admitted that they have more motivation and study enthusiasm compared with students of e-learning, while e-learning provides a more chronologic and demographic comfort than traditional learning. This study also reached the result that e-learning and traditional learning don’t differ in the theoretical or practical knowledge they provide the students. Declarations Author Contribution Mehrez : collecting data, survey application, data analysis, literature reviewBadour: Statistical analysis, revision of the dataDashash : reviewing the literature and theoritical studies References Lazou, C., & Tsinakos, A. Online versus traditional learning environments: What to inspect, respect, and expect. 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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-4116098","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":280682126,"identity":"7a2329db-e69c-4ecc-b19c-82ad16d153fd","order_by":0,"name":"Rodaina Mehrez","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAsklEQVRIiWNgGAWjYHACg8M/Kv7J8TGTpIXhzAFjNpK0MDO2HUhsI1q9eXvzxsOFbXfS29h5DB8w1NhEE9Qic+ZYweEZ557ltjHzGBswHEvLbSCkRUIix+AATxkzUAtbmgRjw2FitbAxp7Mxs6X/IFrLYZ62wwlszMzHGIjTwnOs4OCMM2mGbczMhyUSiPILe/PmDx8qbOT5+Q82fvhQY0NYCypIIE35KBgFo2AUjAJcAADFoDvxmKdB0QAAAABJRU5ErkJggg==","orcid":"","institution":"Syrian Virtual University","correspondingAuthor":true,"prefix":"","firstName":"Rodaina","middleName":"","lastName":"Mehrez","suffix":""},{"id":280682127,"identity":"aae96d34-c918-45cc-94ac-1f859deee121","order_by":1,"name":"Adnan Badour","email":"","orcid":"","institution":"Syrian Virtual University","correspondingAuthor":false,"prefix":"","firstName":"Adnan","middleName":"","lastName":"Badour","suffix":""},{"id":280682128,"identity":"a79cf755-af9f-4198-aea7-3afcabdfd125","order_by":2,"name":"Mayssoon Dashash","email":"","orcid":"","institution":"Syrian Virtual University","correspondingAuthor":false,"prefix":"","firstName":"Mayssoon","middleName":"","lastName":"Dashash","suffix":""}],"badges":[],"createdAt":"2024-03-17 08:44:19","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4116098/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4116098/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":53338139,"identity":"3ab97a74-8d00-4e72-9b30-3fd0cdb777aa","added_by":"auto","created_at":"2024-03-24 14:37:46","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":287975,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4116098/v1/b03670b1-6a27-43b6-9125-f174c0521479.pdf"},{"id":53078785,"identity":"70cf7b47-a629-483e-abd8-bf4c29a458fa","added_by":"auto","created_at":"2024-03-20 10:17:41","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":15178,"visible":true,"origin":"","legend":"","description":"","filename":"Elearning.docx","url":"https://assets-eu.researchsquare.com/files/rs-4116098/v1/080e8329fe999804c891bb99.docx"},{"id":53079426,"identity":"cdd68394-6ca6-42a9-86b3-87e70002601a","added_by":"auto","created_at":"2024-03-20 10:25:42","extension":"docx","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":15160,"visible":true,"origin":"","legend":"","description":"","filename":"traditional.docx","url":"https://assets-eu.researchsquare.com/files/rs-4116098/v1/d91c089a08e786c3abb9af11.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eComparing E-Learning and In- Person Teaching Methods for the course “Clinical Aspects of Audiology” for Syrian Post-Graduate Audiology Students\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eTraditional education, which typically involves face to-face or in class teaching, has long been a prevalent and effective educational method. Rooted in live interactions and social communication [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], traditional learning promotes student interaction in shared physical places, providing opportunities for interpersonal relationships. The visual and non \u0026ndash;verbal cues exchanged during lectures enable communication, allowing for immediate feedback on spontaneous inquiries.\u003c/p\u003e \u003cp\u003eAdditionally, face-to-face interactions enhances student engagement, and promotes concentration of students.\u003c/p\u003e \u003cp\u003eThe global onset of the COVID-19 pandemic in 2020 had a profound effect on education worldwide. Amid uncertainties regarding the disease and its management, educational institutions were compelled to address challenges faced from interruptions of learning. This pandemic underscored the importance of exploring alternative approaches to maintain the educational process, particularly in field like medical education [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. These unprecedented circumstances provided opportunities for e-learning initiatives to emerge.\u003c/p\u003e \u003cp\u003eE-learning is an innovative approach to acquiring knowledge, skills and expertise [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. It utilizes various technologic tools to facilitate learning anytime and anywhere tailored to individual preferences [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. This modern educational paradigm leverages technology to augment the learning experiences [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eE-learning represents a transformative educational method that originated in the 1980s, evolving over time to offer enhanced features, accessibility and global acceptance [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. A key distinction between e-learning and traditional methods appears in social interaction; while traditional settings facilitate direct teacher-student engagement, e-learning affords, flexibility in both timing and location for participation [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Moreover, e-learning capitalizes on multimedia resources for content delivery, in contrast to the oral delivery typically associated with traditional instruction.\u003c/p\u003e \u003cp\u003eIn e-learning environments, learners actively engage in information exchange, fostering collaborating discussions on diverse topics, while traditional learning is mainly based on the teacher who is the one responsible of delivering the learning material, [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSeveral studies have explored the differences between e-learning and traditional learning across various aspects of learning process. In 2009, Congdon and his colleagues [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] undertaken a study comparing the academic performance and student experience of two groups of first- year pharmacy students, One group attended lectures in person at the college, while the other group received lectures electronically. Surprisingly, the study found no statistically significant differences between the two groups in terms of academic performance and student experience.\u003c/p\u003e \u003cp\u003eIn 2018, Almaghasleh [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] undertaken a study in Saudi Arabia, revealing that the majority of pharmaceutical students at King\u0026rsquo;s Sa\u0026rsquo;ud University preferred the traditional learning approach and synchronous e-learning over asynchronous e-learning. Similarly, Ronnie study in 2020 [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e] explored the implementation of e-learning for medical students in the Philippines during the COVID-19 pandemic. The study highlighted various obstacles faced by students socially, technically, and personally as well as factors related to the college they attended.\u003c/p\u003e \u003cp\u003ePaul and colleagues [14] published a study aiming to determine the most effective learning method by comparing academic performance and student experience between e-learning and traditional learning. Although no significant differences were found between the two learning methods, the researcher addressed the importance of enhancing e-learning techniques due to its flexibility and ability to cater to a broader audience of learners.\u003c/p\u003e \u003cp\u003eIn the Arab world, the implications of e-learning are still in the beginning and not yet got the acceptance of all academic stuff and students due to the current modest infrastructure, limited technical capabilities, problematical virtual learning environment, and weak technical skills. Dashash in 2023 [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e15\u003c/span\u003e] discussed this issue and addressed the importance of e-learning and possibilities to implicate it in the higher education\u0026rsquo;s institutions. She also suggested many methods for designing and delivery of online education in the Arab world.\u003c/p\u003e \u003cp\u003eBased on the existing knowledge and lack of studies investigating the effectiveness of online learning in the field of audiology, this study aimed to compare traditional and e- learning methods for post-graduate audiology students.\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003cp\u003eThis study included 60 postgraduate students from the Audiology department of the Health Sciences Faculty at Damascus University who accepted to take part in this study between 2019\u0026ndash;2021. Ethical approval was obtained from the Syrian Virtual University, (No. 370/0, dated 3/3/2024). These students were divided into two groups. The first group consisted of 31 students (20 females, 11 males) in their first year of the audiology master program during the 2019/2020 academic year. This group received lectures on \"clinical Aspects of Audiology\" in the traditional classroom settings at the Health Sciences College of Damascus University through weekly lectures until the COVID-19 lockdown. Group 2 included 29 students (16 females, 13 males) in their first year of audiology master during 2020/2021 academic year. Due to the pandemic and the shift to e-learning, this group also studied \"Clinical Aspects of Audiology\" through online measures. Synchronous lectures were organized weekly to engage students in discussions and exchange ideas.\u003c/p\u003e \u003cp\u003eThe study utilized an electronic survey on Google Forms (Google LLC, Mountain View, California), comprising two questionnaires. The first questionnaire administrated to the traditional learning group and the other was administrated to the e-learning group. Each questionnaire consisted of 9 multiple- choice questions focusing on student\u0026rsquo;s satisfaction, learning model, teacher interaction, clinical experience and theoretical knowledge acquisition, and obstacles faced during the course. Responses were rated using a Likert scale with 4 grades: very good, good, acceptable, not satisfactory.\u003c/p\u003e \u003cp\u003eThe researcher evaluated the theoretical and clinical exams results of both groups, along with their clinical assessments during the academic years.\u003c/p\u003e \u003cp\u003eData analysis was performed using SPSS V27 with \u003cem\u003et\u003c/em\u003e-test which for comparing mean exams results, and clinical assessments. Fisher\u0026rsquo;s exact test was also applied to compare the questionnaires results between the two groups. A Significance was set at \u003cem\u003eP\u003c/em\u003e value\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eBy comparing the results of each question of the two questionnaires we got the following results.\u003c/p\u003e \u003cp\u003eThe first questions asked about the students assessment of the subject. By comparing the results of these questions\u0026rsquo; answers P value was 0.36\u0026thinsp;\u0026gt;\u0026thinsp;0.05.\u003c/p\u003e \u003cp\u003eNo statistically important difference was noted between the two groups.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(1) The answers of the 1st question (assessment of the subject (clinical aspects of audiology)).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\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 \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eE-Learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16 (51.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11 (37.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27 (45%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003egood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9 (29%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14 (48.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23 (38.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eacceptable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (16.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (13.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9 (15%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot satisfactory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (3.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1 (1.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60 (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\u003eThe second questions asked about the time flexibility, P value was 0.41\u0026thinsp;\u0026gt;\u0026thinsp;0.05. No statistically important difference was noted between the two groups.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(2) The answers of the 2nd question(time flexibility of studying the subject).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\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 \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eE-Learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11 (35.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (13.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15 (25%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003egood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13 (41.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12 (41.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eacceptable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (16.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7 (24.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12 (20%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot satisfactory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (6.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6 (20.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8 (13.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60 (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\u003eThe third questions of the questionnaires asked about the place flexibility of the lectures. By comparing the results of the groups P value was 0.016\u0026thinsp;\u0026lt;\u0026thinsp;0.05. A statistically important difference was noted, so that the e-learning group feels more flexible having the lectures online, while traditional learning group found it a little demanding to attain the lectures personally at the college.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(3) The answers of the 3rd question (place flexibility of the lectures).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\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 \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eE-Learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8 (25.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e19 (65.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27 (45%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003egood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14 (45.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5 (17.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e19 (31.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eacceptable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (12.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (10.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7 (11.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot satisfactory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (16.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (6.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7 (11.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60 (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\u003eThe fourth questions asked about the adequacy of the teacher\u0026rsquo;s explication of the subject\u0026rsquo;s information. By comparing the results of the two groups p value was 0.805\u0026thinsp;\u0026gt;\u0026thinsp;0.05. so, No statistically important difference was noted.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(4) The answers of the 4th question (adequacy of the teacher\u0026rsquo;s explication of the subject\u0026rsquo;s information)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabd\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\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 \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eE-Learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20 (64.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e17 (58.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e37 (61.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003egood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6 (19.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8 (27.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14 (23.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eacceptable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (12.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (13.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8 (13.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot satisfactory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (3.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1 (1.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60 (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\u003eThe fifth questions asked about the ability of the teacher\u0026rsquo;s to answer the questions of the students adequately. By comparing the results of the two groups P value was 0.861\u0026thinsp;\u0026gt;\u0026thinsp;0.05. No statistically important difference was noted\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(5) the answers of the 5th question (the ability of the teacher\u0026rsquo;s to answer the question of the students adequately)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabe\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\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 \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eE-Learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15 (48.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16 (55.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e31 (51.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003egood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8 (25.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8 (27.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e16 (26.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eacceptable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7 (22.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (13.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11 (18.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot satisfactory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 (3.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (3.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2 (3.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60 (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\u003eThe sixth question asked about students\u0026rsquo; satisfaction with the model of learning. No statistically important difference was noted by comparing the results of the two groups. p value was 0.117\u0026thinsp;\u0026gt;\u0026thinsp;0.05.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(6) The answers of the 6th question (students\u0026rsquo; satisfaction with the model of learning)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabf\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\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 \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eE-Learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6 (19.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e14 (48.3%)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18 (30%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003egood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17 (54.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e9 (31%)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23 (38.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eacceptable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (16.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e4 (13.8%)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12 (20%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot satisfactory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3 (9.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (6.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7 (11.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60 (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\u003eThe seventh question of the two questionnaires asked about the motivation and competition students felt during the study of the subject. p value was 0.012\u0026thinsp;\u0026lt;\u0026thinsp;0.05 so A statistically important difference was noted between the two groups that the group of traditional learning are more motivated and competitive than students of e-learning group.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(7) The answers of the 7th question (the motivation and competition students felt during the study of the subject)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabg\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\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 \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eE-Learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003esum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15 (48.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (10.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18 (30%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003egood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9 (29%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14 (48.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23 (38.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eacceptable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 (16.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7 (24.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e12 (20%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot satisfactory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (6.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5 (17.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7 (11.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60 (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\u003eThe eighth question asked about using the subject\u0026rsquo;s information in the clinical practice. by comparing the results of the two groups P value was 0.250\u0026thinsp;\u0026gt;\u0026thinsp;0.05 and No statistically important difference was noted.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(8) The answers of the 8th question (using the subject\u0026rsquo;s information in the clinical practice)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabh\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\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 \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eE-Learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13 (41.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8 (27.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21 (35%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003egood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12 (38.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11 (37.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23 (38.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eacceptable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6 (19.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7 (24.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13 (21.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot satisfactory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0 (0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (10.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3 (5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60 (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\u003eThe ninth questions of the two questionnaires asked about the satisfaction of the students with assessment methods (types of exams). The P value was 0.332\u0026thinsp;\u0026gt;\u0026thinsp;0.05 when comparing the answers of the question in the two groups, and No statistically important difference was noted.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;(9) The answers of the 9th question (the satisfaction of the students with assessment methods (types of exams)).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabi\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\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 \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eE-Learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10 (32.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6 (20.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e16 (26.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003egood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9 (29%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13 (44.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e22 (36.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eacceptable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8 (25.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9 (31%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17 (28.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot satisfactory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (12.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (3.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5 (8.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e31 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29 (100%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60 (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\u003eTable\u0026nbsp;(10) the difference between the two groups\u0026rsquo; answers.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabj\" border=\"1\"\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=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQuestion No.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTraditional learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ee-learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eP value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ewhat is your assessment of the course \u0026ldquo;clinical aspects of audiology\u0026rdquo; teached traditionally in the health sciences college?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ewhat is your assessment of the course \u0026ldquo;clinical aspects of audiology that you took through E-learning model?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eare you satisfied with the lectures\u0026rsquo; timing?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAre you satisfied with the time flexibility of the E-learning model?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.41\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAre you satisfied with the lectures\u0026rsquo; place at the health sciences college?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAre you satisfied with the lectures\u0026rsquo; place flexibility of the E-learning model?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.016\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAre you satisfied with the teacher\u0026rsquo;s explication of the subject\u0026rsquo;s information?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAre you satisfied with the teacher\u0026rsquo;s facilitation role?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.805\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAre you satisfied with the ability of the teacher to answer your questions adequately?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAre you satisfied with the ability of the teacher to answer your questions adequately?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.861\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAre you satisfied with the benefits you got from having the course in the lectures\u0026rsquo; room lively with the teacher and other students?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAre you satisfied with the multi-media, and on-line resources used to teach the course?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.117\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you feel any degree of motivation and competition?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDo you feel any degree of motivation and competition?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.012\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDo you feel that the information you got from the course teached traditionally is useful in your clinical practice?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDo you feel that the information you got from the course given to you by E-learning model is useful in your clinical practice?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.250\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAre you satisfied with the assessment methods?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAre you satisfied with the assessment methods?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.332\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\u003eTo assess the difference of the theoretical knowledge the students got from the subject, the researcher revised the results of the theoretical exams of the two groups. Using T test, to compare the mean values of the results of the two groups, the P value was 0.460\u0026thinsp;\u0026gt;\u0026thinsp;0.05, so there was no statistically important difference between the two groups. The same was noticed when comparing the results of the clinical practice of the two groups, by using the T test, the P value was 0.413\u0026thinsp;\u0026gt;\u0026thinsp;0.05, and also no statistically important difference between the two groups was noticed.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis research aims to compare the traditional learning method with on-line learning to show the importance of e-learning as an important teaching methods that can be used widely without affecting the quality of teaching or learning process. We used electronic surveys to gather the students view point about the difference between the two teaching methods. And revising the assessment results of the two groups helped in determining the effect of the teaching method on the clinical experience and knowledge that the student get through any method of teaching.\u003c/p\u003e \u003cp\u003eThe present study didn\u0026rsquo;t indicate any important differences between the group of the traditional learning and the group of e-learning according to assessment of the subject, the time flexibility of studying, adequacy of the teacher\u0026rsquo;s explication of the subject\u0026rsquo;s information, the ability of the teacher\u0026rsquo;s to answer the question of the students adequately, the benefits students got from the two models of teaching, the ability of using the subject\u0026rsquo;s information in the clinical practice, and the satisfaction of the students with assessment methods. While difference of a statistical importance was found between the two groups according to lectures\u0026rsquo; place flexibility, so students of e-learning group felt more flexible to have the lectures online, without being obligate to go to the college and attend the lectures personally like students of the traditional learning group. And the researcher also found a statistically important difference when comparing the two groups according to the motivation and competition factors. Students of traditional learning group confessed that they felt more competitive and motivated than students of the other group.\u003c/p\u003e \u003cp\u003eSimilar findings were obtained by Amanda in 2018 [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] who found that students of e-learning feel more comfortable with learning in a virtual environment than those of traditional learning. Also A.Allaham in 2023 [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] found that online learning is effective for improving learning and it attains both engagement and satisfaction. Al Masri in 2021 [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] reached the same result that Most of the participants in e-learning courses show satisfaction with their knowledge and self-confidence improvement after the E-learning experiment. In the other side, Arifani in 2020 [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] found that motivation factors and social interactions is more obvious and effective among students of traditional learning compared to e-learning students these results corresponds firmly with the results of this study.\u003c/p\u003e \u003cp\u003eWhen talking about the theoretical knowledge and clinical experience that the students of the two groups got from studying the subject of (clinical aspects of audiology). No statistically important differences were found between the two groups. Kanjarawi in 2022 [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] reported that E-learning is an effective and a feasible learning method, it helps to improve clinical skills, and promote positive attitudes of clinical practitioners towards it. Vallee in 2020 [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] found that e-learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education, while Faulconer in 2018 [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] found that academic results are better for students of e-learning compared to results of traditional learning students. In 2014 Salter and his colleagues [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] via a systemic review found that E-learning effectively increases knowledge and is highly an acceptable learning method among students. But, there is limited evidence that e-learning effectively improves skills or professional practice, and there is also no evidence that e-learning is effective at increasing knowledge long term. Voana and colleagues in 2018 [24] found that When compared to traditional learning, e-learning may make little or no difference in patient outcomes or health professionals' behaviors, skills or knowledge.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study helps to assess the differences between e-learning and traditional learning in Damascus University. It confirms that e-learning that was applied to audiology master students have the same advantages as traditional learning, but students of traditional learning admitted that they have more motivation and study enthusiasm compared with students of e-learning, while e-learning provides a more chronologic and demographic comfort than traditional learning. This study also reached the result that e-learning and traditional learning don\u0026rsquo;t differ in the theoretical or practical knowledge they provide the students.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eMehrez : collecting data, survey application, data analysis, literature reviewBadour: Statistical analysis, revision of the dataDashash : reviewing the literature and theoritical studies\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eLazou, C., \u0026amp; Tsinakos, A. Online versus traditional learning environments: What to inspect, respect, and expect. \u003cem\u003eAthabasca University\u003c/em\u003e.2019.\u003c/li\u003e\n\u003cli\u003eFerrel MN, Ryan JJ. The Impact of COVID-19 on Medical Education. Cureus. 2020 Mar 31;12(3):e7492. doi: 10.7759/cureus.7492. PMID: 32368424; PMCID: PMC7193226.\u003c/li\u003e\n\u003cli\u003eZare, Mohammad, Rahele Sarikhani, Mostafa Salari and Vahid Mansouri. \u0026ldquo;THE IMPACT OF E-LEARNING ON UNIVERSITY STUDENTS\u0026apos; ACADEMIC ACHIEVEMENT AND CREATIVITY.\u0026rdquo; \u003cem\u003eJournal of Technical education and training\u003c/em\u003e 8 (2016): n. pag.\u003c/li\u003e\n\u003cli\u003eHowlett, D., Vincent, T., Gainsborough, N., Fairclough, J., Taylor, N., Cohen, J., \u0026amp; Vincent, R. Integration of a Case-Based Online Module into an Undergraduate Curriculum: What is Involved and is it Effective? E-Learning and Digital Media, (2009): 6(4), 372-384. doi.org/10.2304/elea.2009.6.4.372\u003c/li\u003e\n\u003cli\u003eDownes S. E-learning 2.0. \u003cem\u003eE-Learn\u003c/em\u003e. 2005; 1(10):1. doi.org/10.1145/1104966.1104968\u003c/li\u003e\n\u003cli\u003eHao yang H. New World, New Learning: Trends and Issues of E-Learning. \u003cem\u003eProcedia- Social and Behavioral Sciences\u003c/em\u003e .2013; 77: 429-442. doi.org/10.1016/j.sbspro.2013.03.098\u003c/li\u003e\n\u003cli\u003eRuiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med. 2006 ;81(3):207-12. doi: 10.1097/00001888-200603000-00002. PMID: 16501260.\u003c/li\u003e\n\u003cli\u003eBernard, Robert M., Philip C. Abrami, Yiping Lou, Evgueni Borokhovski, Anne Wade, Lori Wozney, Peter Andrew Wallet, Manon Fiset, and Binru Huang. \u0026ldquo;How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of the Empirical Literature.\u0026rdquo; \u003cem\u003eReview of Educational Research\u003c/em\u003e 74, no. 3 (2004): 379\u0026ndash;439. http://www.jstor.org/stable/3516028.\u003c/li\u003e\n\u003cli\u003eHo Chung Ling, Iye Dzing R. Construction safety training via E-learning: Learning effectiveness and user satisfaction. \u003cem\u003eElsevier-Computers \u0026amp; Education\u003c/em\u003e. 2010; 55(2): 858-867. doi.org/10.1016/j.compedu.2010.03.017\u003c/li\u003e\n\u003cli\u003eEl fakih N, Ahmed I, Abdelrahim R. Impact of e-learning vs traditional learning on students\u0026apos; performance and attitude. \u003cem\u003eInt. Med. Journal\u003c/em\u003e .2019; 24(03): 225-233. https://www.researchgate.net/publication/344460679_Impact_of_e-learning_vs_traditional_learning_on_students%27_performance_and_attitude\u003c/li\u003e\n\u003cli\u003eCongdon HB, Nutter DA, Charneski L, Butko P. Impact of hybrid delivery of education on student academic performance and the student experience. Am J Pharm Educ. 2009 Nov 12;73(7):121. doi: 10.5688/aj7307121. PMID: 19960080; PMCID: PMC2779633.\u003c/li\u003e\n\u003cli\u003eAlmaghaslah D, Ghazwani M, Alsayari A, Khaled A. Pharmacy students\u0026apos; perceptions towards online learning in a Saudi Pharmacy School. Saudi Pharm J. 2018 Jul;26(5):617-621. doi: 10.1016/j.jsps.2018.03.001. Epub 2018 Mar 5. PMID: 29991906; PMCID: PMC6036186.\u003c/li\u003e\n\u003cli\u003eBaticulon RE, Sy JJ, Alberto NRI, Baron MBC, Mabulay REC, Rizada LGT, Tiu CJS, Clarion CA, Reyes JCB. Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. Med Sci Educ. 2021 Feb 24;31(2):615-626. doi: 10.1007/s40670-021-01231-z. PMID: 33649712; PMCID: PMC7904236.\u003c/li\u003e\n\u003cli\u003ePaul J, Jefferson F. A Comparative Analysis of Students Performance in Online Vs. Face to face Environmental Science Course from 2009 to 2016. \u003cem\u003eFront. Comput. Sci\u003c/em\u003e. 2019;1:7. doi.org/10.3389/fcomp.2019.00007.\u003c/li\u003e\n\u003cli\u003eDashash, M. (2023). \u003cem\u003eHigher education in the Arab world\u003c/em\u003e (1st ed., Vol. 1) [Medical education]. Springer : p 271-294 .\u003c/li\u003e\n\u003cli\u003eHurlbut, Amanda R.. \u0026ldquo;Online vs. traditional learning in teacher education: a comparison of student progress.\u0026rdquo; \u003cem\u003eAmerican Journal of Distance Education\u003c/em\u003e 32 (2018): 248 - 266. DOI:10.1080/08923647.2018.1509265.\u003c/li\u003e\n\u003cli\u003eA.Allaham A, Baddour A, Ataya J, Dashash M . The effectiveness of online learning in improving the knowledge about medical coding: a pilot study. \u003cem\u003eAzerbaijan Medical Journal. 2023; \u003c/em\u003eVol 63, Issue 03 : 8291-8299. https://www.researchgate.net/publication/369692833_The_effectiveness_of_online_learning_in_improving_\u003cbr\u003ethe_knowledge_about_medical_coding_a_pilot_study.\u003c/li\u003e\n\u003cli\u003eAlmasri B, Dashash M . Evaluating The Effectiveness of Gastroenterology e-Module for Undergraduate Medical Students, A Pilot Study From Syria, 2021, PREPRINT (Version 1) available at Research Square. doi.org/10.21203/rs.3.rs-808231/v1.\u003c/li\u003e\n\u003cli\u003eArifani, Yudhi, Sri Suryanti, Bayu Hendro Wicaksono, Nina Inayati and Slamet Setiawan. \u0026ldquo;EFL Teacher Blended Professional Training: A Review of Learners\u0026rsquo; Online and Traditional Learning Interactions Quality.\u0026rdquo; \u003cem\u003e3L The Southeast Asian Journal of English Language Studies\u003c/em\u003e (2020): 26(3): 124 \u0026ndash; 138. DOI:10.17576/3L-2020-2603-10\u003c/li\u003e\n\u003cli\u003eKenjrawi Y, Dashash M. The First Asynchronous Online Evidence-Based Medicine Course for Syrian Health Workforce: Effectiveness and Feasibility Pilot Study. JMIR Form Res. 2022 Oct 25;6(10):e36782. doi: 10.2196/36782. PMID: 36282556; PMCID: PMC9644249.\u003c/li\u003e\n\u003cli\u003eVall\u0026eacute;e A, Blacher J, Cariou A, Sorbets E. Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis. J Med Internet Res. 2020 Aug 10;22(8):e16504. doi: 10.2196/16504. PMID: 32773378; PMCID: PMC7445617.\u003c/li\u003e\n\u003cli\u003eFaulcner, E. K., J. Griffith, B. Wood, S. Acharyya, and D. Roberts. \u0026ldquo;A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course.\u0026rdquo; \u003cem\u003eJournal of Science Education and Technology\u003c/em\u003e 27, no. 5 (2018): 404\u0026ndash;11. http://www.jstor.org/stable/45151282.\u003c/li\u003e\n\u003cli\u003eSalter SM, Karia A, Sanfilippo FM, Clifford RM. Effectiveness of E-learning in pharmacy education. Am J Pharm Educ. 2014 May 15;78(4):83. doi: 10.5688/ajpe78483. PMID: 24850945; PMCID: PMC4028592.\u003c/li\u003e\n\u003cli\u003eVaona A, Banzi R, Kwag KH, Rigon G, Cereda D, Pecoraro V, Tramacere I, Moja L. E-learning for health professionals. Cochrane Database Syst Rev. 2018 Jan 21;1(1):CD011736. doi: 10.1002/14651858.CD011736.pub2. PMID: 29355907; PMCID: PMC6491176.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"E-learning, traditional learning, teaching methods, evaluation methods, theoretical knowledge, practical experience","lastPublishedDoi":"10.21203/rs.3.rs-4116098/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4116098/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eObjective\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study aims to compare the effectiveness of traditional learning with e-learning in terms of student acceptance of the scientific material, as well as their practical and clinical experiences.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn the academic year 2019/ 2020, traditional learning was applied to teach 31 first- year audiology master's students on the topic of clinical aspects of audiology. \u0026nbsp;Subsequently, in the academic year 2020/2021, e-learning was applied to teach 29 first- year audiology master's students. \u0026nbsp;A comparison was conducted between the two groups to assess student acceptance of the scientific material, their satisfaction with the teaching and evaluation methods, and the practical and clinical experiences they gained.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere was no statistically significant difference observed between the two groups regarding student acceptance of the subject, teaching methods ,and evaluation process. However, students in the e-learning group reported feeling more comfortable dealing with the subject compared to those in the traditional learning group. Additionally, traditional learning students exhibited higher level of motivation in comparisons to their learning counterparts.\u003c/p\u003e\n\u003cp\u003eNo statistically significant difference was found in terms of theoretical knowledge and practical experience gained between the two groups.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBoth traditional learning and e-learning methods demonstrated efficacy in delivering scientific material, and were well- received by students.\u003c/p\u003e","manuscriptTitle":"Comparing E-Learning and In- Person Teaching Methods for the course “Clinical Aspects of Audiology” for Syrian Post-Graduate Audiology Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-03-20 10:17:37","doi":"10.21203/rs.3.rs-4116098/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f396bfb7-116a-4c05-ae62-883c8232ff82","owner":[],"postedDate":"March 20th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-03-24T14:29:39+00:00","versionOfRecord":[],"versionCreatedAt":"2024-03-20 10:17:37","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4116098","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4116098","identity":"rs-4116098","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}