<![CDATA[Background: Currently, distance learning is booming and requires adaptation from students, teachers, and faculty. Identifying constraints is essential as inputs for faculty development. Purposes: to identify teacher and medical student perceptions of barriers and capacity in distance learning. Methods: This research was conducted using a cross-sectional survey of 42 medical teachers and 613 students Faculty Medicine and Health, Universitas Muhammadiyah Jakarta students. It utilized secondary data from the Quality Assurance Unit in October 2020. Six variables were studied in this research, i.e., technical constraints of distance learning, teachers' perceptions of the essential components in distance learning, student self-perceptions, teachers' and students' perceptions of web conference effectiveness, and teachers' self-perceptions and students' satisfaction. Results: The top 5 technical constraints of distance learning complained were signal interference, internet data plan, limited e-literatures, and lack of communication with the faculty. According to the teachers, the essential components were faculty commitment (90%), regulation (85%), technical support (79%), course management, and teaching-learning guidelines (77%). Most students experience learning difficulties during distance learning. However, only 45% of students felt their independent learning method is effective. Teachers and students agreed that web conferencing is ineffective for learning clinical skills but disagreed on cognitive knowledge. 74% of teachers stated that the presentation was engaging. Meanwhile, more than 25% of students were dissatisfied. Conclusion: The top 4 technical constraints were signal interference, internet data plan, limited e-literatures, and lack of communication with the faculty. The important components of distance learning were faculty commitment (90%), 83% of students experienced learning difficulties during distance learning.]]>
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