scholarly journals The influence of learning presence and self-directed learning competency of nursing students on learning satisfaction in major subjects for online distance learning

2021 ◽  
Vol 27 (4) ◽  
pp. 381-391
Author(s):  
Hae Ok Jeon ◽  
Gyeong-Ju An
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Cognitive Presence ◽  
Self Directed Learning ◽  
Learning Satisfaction ◽  
Asynchronous Online Learning ◽  
Directed Learning ◽  
Learning Presence ◽  
Synchronous Online Learning ◽  
Synchronous Online

Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students’ learning satisfaction according to the online learning method.Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson’s correlation coefficient and a multiple regression analysis.Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students’ learning satisfaction were cognitive presence (β=.60, p<.001) and emotional presence (β=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (β=.64, p<.001) and emotional presence (β=.21, p=.001) in synchronous online learning, were the factors cited for significantly affecting learning satisfaction. The explanatory power was 62% (F=69.19, p<.001).Conclusions: In conclusion, it was found that cognitive and social presence from the learning presence factors in both asynchronous and synchronous online learning influence and enhance nursing students’ learning satisfaction. Therefore, these results provide important data for future online class design in nursing education.

Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning

2013 ◽  
pp. 84-108 ◽  
Author(s):  
Annie Saint-Jacques
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Community Of Inquiry ◽  
Doctoral Study ◽  
Asynchronous Online Learning ◽  
Graduate Seminars ◽  
Ongoing Dialogue ◽  
Synchronous Online Learning ◽  
Synchronous Online

For the past decade, the Community of Inquiry (CoI) framework has been validated and applied to asynchronous online learning. This chapter proposes to explore its innovative application to synchronous online learning which has to date received little attention in the literature. This chapter reports on effective ways to engage graduate students attending virtual seminars in real time, based on the findings of a qualitative doctoral study that took place in five Francophone and Anglophone North American universities. The crucial role of the faculty member as the facilitator of a rich and ongoing dialogue in the classroom has yet to be identified with, and embraced by faculty, but students are generally satisfied with their virtual graduate seminars.

scholarly journals The Effect of Self-directed Learning Strategies on e-Learning Pre-learning of Nursing Students: Focusing on the Flow Experience

2020 ◽  
Vol 27 (1) ◽  
pp. 52-63
Author(s):  
Ju Young Park
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Learning Outcome ◽  
Mediating Effect ◽  
Self Report ◽  
Flow Experience ◽  
Self Directed Learning ◽  
Learning Satisfaction ◽  
E Learning ◽  
Directed Learning

Purpose: The purpose of this study was to investigate the effect of self-directed learning strategies on e-learning pre-learning focusing on the flow experience.Methods: A structured self-report questionnaire was used to measure learning outcome achievement, pre-learning satisfaction, learning persistence, flow experience, and self-directed learning strategies. Data were collected from September 3~7, 2018. Participants were 150 nursing students studying at a university in D city. Data were analyzed using t-test, one-way ANOVA, Pearson correlation coefficients, and hierarchical multiple linear regression with the SPSS/WIN 23.0 program.Results: The flow experience had a partial mediating effect between self-directed learning strategies and pre-learning satisfaction (β=.73, <i>p</i><.001). Also the flow experience had a partial mediating effect between self-directed learning strategies and learning outcome achievement (β=.17, <i>p</i>=.020) and learning persistence (β=.24, <i>p</i>=.001).Conclusion: Results suggest that flow experience has a positive effect as a mediating effect in the relationship between self-directed learning strategy and pre-learning satisfaction, learning outcome achievement, and learning persistence. Therefore, it is necessary to identify education methods that include flow experience with self-directed learning strategies.

scholarly journals Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic

Nursing Forum ◽  
2021 ◽  
Author(s):  
Cherry Ann C. Ballad ◽  
Leodoro Jabien Labrague ◽  
Arcalyd Rose R. Cayaban ◽  
Oscar M. Turingan ◽  
Siham Mahmoud Al Balushi
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Learning Styles ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

scholarly journals A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes

2021 ◽  
Vol 22 (3) ◽  
pp. 205-242
Author(s):  
Florence Martin ◽  
Ting Sun ◽  
Murat Turk ◽  
Albert Ritzhaupt
Keyword(s):  
Online Learning ◽  
Educational Outcomes ◽  
Meta Analysis ◽  
Educational Practice ◽  
Cognitive Outcomes ◽  
Independent Effect ◽  
Asynchronous Online Learning ◽  
Face To Face Learning ◽  
Synchronous Online Learning ◽  
Synchronous Online

Synchronous online learning (SOL) provides an opportunity for instructors to connect in real-time with their students though separated by geographical distance. This meta-analysis examines the overall effect of SOL on cognitive and affective educational outcomes, while using asynchronous online learning or face-to-face learning as control groups. The effects are also examined for several moderating methodological, pedagogical, and demographical factors. Following a systematic identification and screening procedure, we identified 19 publications with 27 independent effect sizes published between 2000 and 2019. Overall, there was a statistically significant small effect in favor of synchronous online learning versus asynchronous online learning for cognitive outcomes. However, the other models were not statistically significant in this meta-analysis. The effect size data were normally distributed and significantly moderated by course duration, instructional method, student equivalence, learner level, and discipline. Implications for educational practice and research are included.

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