Feelings on remote education in the era of coronavirus pandemic, a pilot study

Leigh, Gwen; Templet, Tricia; Watson, Cynthia

doi:10.1016/j.teln.2021.07.001

Cited by 10 publications

(17 citation statements)

References 12 publications

(15 reference statements)

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“…In a sample size of 90 undergraduate students, only 25% enjoyed learning theory in remote classes, and only 12% were satisfied with a remote clinical practicum. 9 In other studies examining remote clinical experiences, nursing students reported an inability to cope 10 and expressed that remote learning was inappropriate for clinical practice and skills. 11 The literature showed that individual clinical practicum experiences could be engaging across program levels when faculty had access to simulation resources.…”

Section: Students' Satisfaction With Remote Versus F2f Learningmentioning

confidence: 99%

Nursing Students' Dissatisfaction With Course Organization and Student Engagement in Remote Learning 1 Year Post-COVID-19 Restrictions

et al. 2022

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Background: Undergraduate and doctoral nursing students enrolled in face-to-face (F2F) learning transitioned abruptly to remote learning in March 2020. Few studies have focused on these nursing students' satisfaction with remote learning a year after the unplanned transition. Purpose: Undergraduate and doctoral students' satisfaction with remote and F2F learning regarding course organization and student engagement were examined. Methods: A cross-sectional descriptive study was conducted among 522 nursing students at a research intensive university in the eastern United States. Survey data were analyzed with an analysis of variance to compare students' remote and F2F learning satisfaction within the undergraduate and doctoral programs. Results: Results indicated that nursing students who enrolled in F2F learning preferred F2F to remote learning (P < .001). Differences in satisfaction existed among programs (P = .035) and among undergraduate class levels (P < .001). Conclusion:It is essential to learn why nursing students were dissatisfied with remote learning to improve these types of learning experiences in the future.

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Section: Students' Satisfaction With Remote Versus F2f Learningmentioning

confidence: 99%

Nursing Students' Dissatisfaction With Course Organization and Student Engagement in Remote Learning 1 Year Post-COVID-19 Restrictions

et al. 2022

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“…Jak wynika z badań, edukacja cyfrowa posiada wiele zalet, ale napotyka liczne trudności (Mukuka, Shumba, Mulenga, 2021;Leigh, Templet, Watson, 2021). Jedną z nich, stanowiącą przedmiot wielu opracowań naukowych, jest cyberprzestępczość (Škiljič, 2020;Suskruth, Reddy, Chandavarkar 2021;Fouad, 2021).…”

Section: Abstract: Internet Cyber Security Student Remote Education K...unclassified

Remote education and student online safety

Michalski¹,

Gądek-Hawlena²

2022

JoMS

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The COVID-19 pandemic has had a significant impact on the higher education sector. The transfer of teaching activities to the web has seriously increased the likelihood of successful cyber-attacks on the student user group of the Internet. This paper explores the relationship between remote teaching and online student safety. 622 students from three Polish universities participated in the study. It was found that: (1) during remote teaching, students' main activities were browsing content posted by lecturers and participating in teaching activities. (2) Students primarily communicated via Facebook (93.09%), (3) The most common cyber threats encountered by students were spam, online auction scams and communication fraud. (4) Students' cybersecurity knowledge and security level in cyberspace is at an average level. (5) Students change their account passwords not at all (25.88%) or less often than once a year (39.87%),

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“…However, there are many factors that prevent students from learning effectively. Previous research shows that distance learning, the impossibility of full-time learning due to the Covid-19 pandemic, has been stressful for students (Leigh et al, 2021). Psychological trauma caused by the limitations negatively affects motivation to learn and academic performance (Kan et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Questionnaire 1 concerned the attitude to the use of information technology in general (Appendix 1). It is based on factors from Leigh et al (2021), Kutluca (2010), but the questions for students are designed to study the use of information technology under the martial law. Each question was graded by students on a four-point Likert scale (1 pointcompletely disagree, 4 pointscompletely agree).…”

Section: Research Proceduresmentioning

confidence: 99%

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Application of information technologies in the educational process of higher educational institutions under the martial law

2022

JETT

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The aim is to study the features of the use of information technology for the education of students (n=184) with different social and living conditions under martial law. Methods: questionnaire survey, mathematical methods of statistics. Results. The choice of technical means and information technology for education under martial law depends on the social and living conditions of students. The frequency of using applications that allow teaching and learning has no statistically significant differences between students who have different social and living conditions. Education with the use of information technology under martial law allows students to continue their studies, to be confident at least in education. At the same time, students' anxiety still remains an influential factor in assessing the use of technology. According to the results of one-factor analysis, the frequency of use of information technology for education does not affect the attitude of students to the use of technology in education under martial law. Prospects. Further research on the use of information technology for students with strong signs of stress and its consequences, the direct consequences of war, and other factors.

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Feelings on remote education in the era of coronavirus pandemic, a pilot study

Cited by 10 publications

References 12 publications

Nursing Students' Dissatisfaction With Course Organization and Student Engagement in Remote Learning 1 Year Post-COVID-19 Restrictions

Nursing Students' Dissatisfaction With Course Organization and Student Engagement in Remote Learning 1 Year Post-COVID-19 Restrictions

Remote education and student online safety

Application of information technologies in the educational process of higher educational institutions under the martial law

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