Effects of Task Value and Presence on Learning Flow of Nursing Students in Online Learning Environment

2021 ◽  
Vol 21 (6) ◽  
pp. 387-397
Author(s):  
Sun Hee Im ◽  
Sehoon Hong
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Learning Environment ◽  
Task Value ◽  
Online Learning Environment ◽  
Learning Flow

scholarly journals Prelicensure nursing students’ perceptions of a rapid transition to an online learning environment

2021 ◽  
Vol 12 (4) ◽  
pp. 12
Author(s):  
Elizabeth S. Green-Kronebusch ◽  
Jacqueline K. Savalle ◽  
Victoria G. Mrowka
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Learning Environment ◽  
Course Design ◽  
Secondary Analysis ◽  
Primary Study ◽  
Online Learning Environment ◽  
Spring Semester ◽  
Prelicensure Nursing ◽  
Rapid Transition

Background/Objective: The need to transition to an online learning environment secondary to the COVID-19 pandemic required prelicensure nursing educators and students to become rapidly familiar with new teaching modalities. There is insufficient evidence to support the effectiveness of, and satisfaction with, the online learning environment in prelicensure nursing education due to historic underutilization of online methods and lack of research. The aim of this study was to evaluate the experiences and satisfaction of prelicensure nursing students with regards to effective teaching modalities following a rapid transition from the traditional to online learning environment.Methods: This study was a secondary analysis of data from an online survey of 215 students registered for the prelicensure nursing major at a medium sized state university in the American Midwest in the spring semester of 2020. During this semester, a rapid transition from the traditional to online learning environment occurred as a result of the COVID-19 pandemic. Analysis within this secondary study focused on a series of open-ended questions inviting students to comment on the effectiveness of, and satisfaction with, online learning, together with perceived barriers, advantages and disadvantages in the context of a rapid transition to an online learning environment during the spring semester 2020. Framework analysis was utilized for the secondary qualitative data analysis.Results: Four themes were identified in the secondary analysis of the survey responses from the primary study which appeared to shape the students’ experiences of the shift to online learning. These were: learning environment, course design and delivery, communication, and learner characteristics. Analysis of open-ended responses suggested each of these themes could be experienced by students along a continuum ranging from unfavorable to favorable. The combination of each student’s experiences along these continua appear to cumulatively impact and predict their success in the online learning environment.Conclusions: Perceptions of online learning were personal to, and differed between, individual students. Faculty can directly impact two of the themes identified: course design and delivery and communication. Individualization of the student’s learning experience through tailored course delivery and support of learning needs will aid in increased satisfaction and successful learning outcomes. Analysis of open-ended responses suggested that each of these themes could be experienced by students along a continuum ranging from unfavorable to favorable. The combination of each student’s experiences along these continua appear to cumulatively impact and predict their success in the online learning environment.

scholarly journals New Normal in Nursing Education: Sophomore Students’ Expectations of and Readiness for Online Learning in the Era of COVID-19 Pandemic

2021 ◽  
Author(s):  
Ryan Michael Flores Oducado
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Online Learning Environment ◽  
New Normal ◽  
High Expectations ◽  
Income Status ◽  
Learning Platform ◽  
New Learning

Background: The global disruption of the COVID-19 outbreak in education has resulted in a new normal in how education is delivered. Traditional face-to-face nursing education has suddenly transitioned into a remote and online learning environment to help mitigate virus transmission. Students’ anticipations and how set they are in this new learning platform should be investigated. Objective: This study determined the expectations of and readiness for online learning of sophomore nursing students in one nursing school in a developing country. Methods: This study employed a cross-sectional research design. The Student Expectations of Online Learning Survey (SEOLS) and Online Learning Readiness Scale (OLRS) were the instruments used to gather data administered online. Descriptive statistics and non-parametric statistical tests were used in the data analysis. Results: Nursing students had high proficiency with technology but more than one-fourth had an unstable Internet connection. Nursing students generally had high expectations of and readiness for online learning. Although high, expectations about social interactions in the online learning environment obtained the lowest mean score among the five subscales of the SEOLS. Readiness for online learning significantly differed based on family income status and Internet stability. Bivariate analysis indicated a significant positive correlation between students’ expectations and readiness for online learning. Conclusions: Students’ expectations may play a role in students’ readiness for online learning. This study suggests that while students appear ready to take on online learning, the different students’ circumstances along with the challenges associated with online learning such as limited internet connectivity must be properly addressed. It may be necessary for nursing schools to meet students’ expectations in the new learning environment to fully maximize learning and facilitate success and learner readiness in the new normal in nursing education.

scholarly journals Teaching The Practice Of Compassion To Nursing Students Within An Online Learning Environment: A Qualitative Study Protocol

2016 ◽  
Vol 9 (4) ◽  
pp. 201-222 ◽  
Author(s):  
Anne Hofmeyer ◽  
Luisa Toffoli ◽  
Rachael Vernon ◽  
Ruth Taylor ◽  
Dorrie Fontaine ◽  
...  
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Learning Environment ◽  
Study Protocol ◽  
Online Learning Environment ◽  
Free Text ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs ‘anywhere and anytime’. In response to calls to teach compassion in nursing education, there is an abundance of literature concerning classroom teaching, but few online studies.Design: This paper presents a qualitative study protocol to explore the effectiveness of a compassion module taught to undergraduate nursing students within a digital learning environment. The protocol consists of an online knowledge intervention (compassion module) and pre- and post-intervention qualitative questions to explore and describe undergraduate nursing students’ understanding and learning about the practice of compassion toward patients, colleagues and self.Methods: Students will study the online compassion module over a two week period in a theory course in the final year of the Bachelor of Nursing. Students will participate in the study by responding to open-ended questions, administered through SurveyMonkey® before and after studying the online compassion module. Free text responses will be analysed thematically. The researchers will obtain institutional ethical approval.Discussion: This study protocol may generate new knowledge about how nursing students learn compassionate practice within an online learning environment. These findings could be used by nurse leaders and educators to develop empirically supported curricula and workplace cultures to foster the practice of compassion and resilience in the next generation of nurses.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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