Abstract:

Introduction:
The advent of digital technology has profoundly influenced educational paradigms, with distance learning emerging as a pivotal component of modern education. Prior to the global crisis catalyzed by the pandemic, scholars and educators heralded the potential of distance learning to revolutionize the educational landscape. The flexibility, accessibility, and innovative instructional technologies offered by remote learning platforms presented an opportunity to transcend traditional classroom boundaries, allowing for a more inclusive and adaptable educational environment. This sentiment was particularly strong within higher education, where distance learning was viewed as a strategic imperative to meet the evolving demands of diverse student populations. Despite the technological optimism and the significant shift towards e-learning platforms during times of crisis, the inherent value of face-to-face instruction, especially in disciplines requiring hands-on experiences, continues to be a point of contention.

Objective:
The present study aimed to ascertain whether the students recognize and prefer the convenience and innovation of digital learning platforms, or do they yearn for the tangible, interpersonal, and immediate nature of face-to-face learning environments.

Methods:
This study employed a survey to ascertain the preferences of second-year Pharmacy students regarding laboratory class modalities. To ensure the validity of responses, the poll was conducted anonymously at the conclusion of the course. The sample consisted of 388 students enrolled in the subject of Physiology and Physiopathology I at the University of Barcelona. All students attended to the face-to-face laboratory classes. The survey instrument presented two statements to gauge student preferences: "I would have preferred to do this laboratory class online" and "I think it has been better to take this class face-to-face" Students were asked to rate their preference for each statement on a four-point Likert scale, where 1 indicated 'strongly disagree', 2 indicated 'disagree', 3 indicated 'agree', and 4 indicated 'strongly agree'. An unpaired sample t-test was used to determine if the preference for face-to-face instruction was statistically significant when directly compared to the preference for online instruction.

Results:
The average rating for the statement "I would have preferred to do this laboratory class online " was 1.96 with a standard deviation of 1.21. This average falls between 'disagree' and 'strongly disagree', suggesting that, as a group, students were inclined against online laboratories. On the contrary, the statement “I think it has been better to take this class face-to-face" yielded an average rating of 3.16 with a standard deviation of 1.15, which leans towards 'agree', signifying a preference for in-person lab sessions. The two-tailed p value was less than 0.0001, indicating a statistical difference between the two ratings.

Conclusions:
Our results provide empirical support for the hypothesis that, despite advancements in and the necessity of online learning modalities during times of crisis, students in fields requiring practical, hands-on experience continue to favor face-to-face instruction. These findings can inform pedagogical strategies and resource allocation for laboratory-based courses in the future.

Keywords:

Distance Learning, Laboratory Instruction, Student Preferences, Post-Pandemic Education, Higher Education.