Assessing Attitudes Towards Virtual Learning Systems Among Public Health Students at Imo State University, Owerri, Imo State, Nigeria

Background: Virtual learning encompasses education that occurs beyond conventional classroom environments and broadens the use of technological resources, platforms, satellite connections, and similar technologies to access, analyse, create, share, and utilize data, information, and knowledge in manners that were almost unimaginable until very recently.  Through virtual learning, students engage with a curriculum rooted in digital content, instructed by teachers who provide lessons online through video or audio.  The Nigerian government has committed to boosting its citizens' ICT (information and communications technology) skills and bridging the digital divide. This study aims to assess the attitudes towards virtual learning system among public health students at Imo state university, Owerri, Imo state.

Method: A descriptive survey research design was employed, with the study conducted at Imo State University located in Owerri, Imo State, Nigeria.  The study's population consisted of approximately 1,351 public health students from IMSU in Owerri, Imo State, who were enrolled in 100, 200, 300, and 400 level programs.  The sample size consisted of three hundred and forty students (340), selected through a sampling procedure.  Quantitative data were collected using a semi-structured, self-administered questionnaire to address the four research topics of the study. After determining the reliability through the test-retest method, a reliability index of 0.83 was found.  The obtained data was analyzed using a quantitative approach with the Statistical Package for Social Sciences (SPSS) (version 21.0).  For the analysis of data, statistical methods used included frequency, percentages, mean standard deviation, and t-test statistics.

Results: The results showed that 137 respondents (90.7%) had taken part in a virtual classroom setting and held a positive view of the virtual learning approach. Furthermore, the outcome demonstrates that the participants' attitudes towards the virtual learning system are favourable.

Conclusion: Public health organisations and other health sector stakeholders should constantly incorporate virtual learning systems into their programs; a range of virtual learning systems, such as online learning, virtual reality, and augmented reality; faculty and student support and training for effective use of these systems; and an assessment of the systems' efficacy to make sure they are fulfilling the needs of students. Among other things, they need to make virtual learning simpler, easier to access, and more user-friendly for students studying public health.