Health Professional Students’ Perceptions and Experiences of Remote Learning During the COVID-19 Pandemic


  • Fatmah Almoayad
  • Afrah Almuwais
  • Samiah F. Alqabbani
  • Nada Benajiba


Emergency remote teaching; Remote learning; Health professional students; COVID-19 pandemic


This research aims to investigate the learning experiences and anxiety levels of students attending the College of Health and Rehabilitation Sciences (CHRS) at Princess Nourah bint Abdulrahman University (PNU), Saudi Arabia, during the sudden shift to virtual learning in response to COVID-19. A cross-sectional descriptive study was conducted among CHRS students (N = 254). Data was collected using an online questionnaire. Pearson’s correlation coefficient was used to investigate the relationships between student perceptions of responsibility and independence in their learning during emergency remote teaching (ERT), the impact of ERT on learning goal achievement, and student anxiety levels. Results showed that 66.5% of participants scored moderate in their perceptions of independence and responsibility in their learning experiences. In addition, 54.3% of the students achieved their learning goals. Moreover, 20.9% of students reported that they had not experienced anxiety, while 24.4% had experienced severe anxiety. There was a significant negative correlation between student anxiety levels during ERT and their perceptions of responsibility and independence in learning (r = -0.30, p < 0.001). In conclusion, student anxiety levels during the sudden shift to ERT moderately influenced student perceptions of independence and responsibility in their learning as well as learning goal achievement. Further studies are needed to explore the types of assistance to provide to students to improve the learning process during the current COVID-19 pandemic and similar circumstances where ERT is imposed.


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