As I haven’t seen a T-cell, video-streaming helps: Nursing students’ preference towards online learning materials for biosciences

Montayre, Jed; Sparks, Trena

doi:10.1016/j.colegn.2017.12.001

Cited by 10 publications

(7 citation statements)

References 30 publications

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“…The effectiveness of online learning in imparting a health sciences curriculum has been supported by some empirical evidence, exemplified by medical and nursing students’ promising outcomes in tests [ 12 , 26 ] as well as their positive perceptions on the acquisition of knowledge [ 27 , 28 ] and skills [ 29 , 30 ]. Several recent studies also reported a high overall satisfaction rate for the online education during the COVID-19 crisis among Chinese (80.29%) and Indian (97.14%) students and teachers at medical schools [ 14 , 31 ]; however, a study from Jordan reported a low satisfaction rate (26.77%) with the distance e-learning amid the pandemic among medical students in clinical years [ 13 ].…”

Section: Discussionmentioning

confidence: 99%

Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff

et al. 2021

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Background The COVID-19 pandemic posed a huge challenge to the education systems worldwide, forcing many countries to provisionally close educational institutions and deliver courses fully online. The aim of this study was to explore the quality of the online education in China for international medical and nursing students from low- and middle-income countries (LMICs) as well as the factors that influenced their satisfaction with online education during the COVID-19 pandemic. Methods Questionnaires were developed and administered to 316 international medical and nursing students and 120 teachers at a university in China. The Chi-square test was used to detect the influence of participants’ personal characteristics on their satisfaction with online education. The Kruskal–Wallis rank-sum test was employed to identify the negative and positive factors influencing the online education satisfaction. A binary logistic regression model was performed for multiple-factor analysis to determine the association of the different categories of influential factors—crisis-, learner-, instructor-, and course-related categories, with the online education satisfaction. Results Overall, 230 students (response rate 72.8%) and 95 teachers (response rate 79.2%) completed the survey. It was found that 36.5% of students and 61.1% of teachers were satisfied with the online education. Teachers’ professional title, students’ year of study, continent of origin and location of current residence significantly influenced the online education satisfaction. The most influential barrier for students was the severity of the COVID-19 situation and for teachers it was the sense of distance. The most influential facilitating factor for students was a well-accomplished course assignment and for teachers it was the successful administration of the online courses. Conclusions Several key factors have been identified that affected the attitudes of international health science students from LMICs and their teachers towards online education in China during the COVID-19 pandemic. To improve the online education outcome, medical schools are advised to promote the facilitating factors and cope with the barriers, by providing support for students and teaching faculties to deal with the anxiety caused by the pandemic, caring for the state of mind of in-China students away from home, maintaining the engagement of out-China students studying from afar and enhancing collaborations with overseas institutions to create practice opportunities at students’ local places.

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Section: Discussionmentioning

confidence: 99%

Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff

et al. 2021

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“…Por su parte, Gonzalez et al (1), mediante la aplicación del instrumento CHAEA, reportan que la mayor parte de los estudiantes tienen tres o más estilos de aprendizaje, y aunque al relacionarlo con el desempeño académico no se encontró significancia estadística, las autoras resaltan sobre la importancia que tiene el conocimiento de los estilos de aprendizaje para facilitar el desarrollo de técnicas y estrategias de enseñanza más efectivas, que propicien un clima más acogedor y promueva la participación de los estudiantes (1). También se encontró similitud con hallazgos de otra investigación realizada en estudiantes de enfermería en Nueva Zelanda, donde se comprobó que los estudiantes universitarios utilizan diversos métodos para llevar a cabo el aprendizaje, entre ellos, la inclusión de la tecnología en línea y táctil, como los medios más preferidos (30). De la misma manera, se comprobó que los docentes de enfermería, deben trascender los modelos tradicionales educativos y conocer los estilos de aprendizaje para adaptar la didáctica, incluyendo recursos innovadores para hacer del proceso enseñanza aprendizaje una experiencia significativa durante el proceso formativo.…”

Section: Discussionunclassified

Estilos de aprendizaje: un reto curricular para la educación en enfermería.

Rondón

Panesso

osorio

2019

Rev. cienc. cuidad.

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Objetivo: Determinar los estilos de aprendizaje y factores relacionados, en los estudiantes del programa de enfermería de una universidad privada en Medellín (Colombia). Materiales y métodos: Investigación transversal con intención analítica, aplicada a 179 estudiantes matriculados en el programa de enfermería. La recolección de los datos se realizó a través de: una encuesta autoaplicada que permitió indagar todo lo relacionado con variables sociodemográficas y personales; así como de un cuestionario CHAEA de Honey Alonso sobre estilos de aprendizaje (Activo, Reflexivo, Teórico y Pragmático). Las variables cualitativas se obtuvieron mediante medidas de frecuencia y las variables cuantitativas se consiguieron con medidas de tendencia central. Se realizó un análisis bivariado, utilizando la prueba X2 de Pearson; no se obtuvo significancia estadística (p > 0,05). Resultados: En la población estudiada predominó con un 85,4% las mujeres; el estado civil fue el de soltero, con un 89%. En cuanto a los recursos educativos empleados, se observó que: el 62,1% asiste a la biblioteca para búsqueda de información y el 65,9% se sirve de las bases de datos como fuentes de información. El método de aprendizaje más utilizado es el análisis de caso, aunque predomina en la enseñanza la magistralidad. El estilo de aprendizaje que predominó fue el reflexivo con un 15% seguido del teórico con un 14%. Conclusiones: Los estudiantes de enfermería aplican los diferentes estilos de aprendizaje en los diversos semestres; sin embargo, existe una tendencia hacia el estilo de aprendizaje reflexivo y teórico; por tanto, conocer estas tendencias por los docentes universitarios es un reto, ya que se requiere emplear procedimientos diferentes a los habituales en la enseñanza y así desarrollar el pensamiento enfermero en los estudiantes, de acuerdo a su predilección de aprendizaje.

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“…Another study in a different discipline presents contradictory results but with rather similar explanations. Montayre and Sparks (2018) examine nursing students' preference of learning resources in their online bioscience course, through surveys, and conclude that the students are much more interested in video materials than in any kind of text. The students themselves cite their so-called sensory learning styles (e.g.…”

Section: Students' Preference Of Online Study Materials In Learningmentioning

confidence: 99%

Measuring usage versus preferences for online study materials among business-majored undergraduates

Elen

Cosemans

2023

European Journal of Open, Distance and E-Learning

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As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system’s log files, test results and students’ responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference–usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference–usage patterns. The results show no significant differences, which means the students’ preferences and/or usage of study materials has little to no impact on their learning performances in the online course.

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As I haven’t seen a T-cell, video-streaming helps: Nursing students’ preference towards online learning materials for biosciences

Cited by 10 publications

References 30 publications

Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff

Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff

Estilos de aprendizaje: un reto curricular para la educación en enfermería.

Measuring usage versus preferences for online study materials among business-majored undergraduates

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