Learning engagement; nursing students' experiences in an online environment at a university

Munangatire, Takaedza; Indjamba, Lea

doi:10.1002/nop2.1564

Cited by 4 publications

(4 citation statements)

References 38 publications

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“…Participants said that WhatsApp, Moodle, Zoom and Google Meet's tools for instant chatting made it simple for students to be involved. This is consistent with the research, which found that internet‐based applications like Kahoot and Poll Everywhere increase students' involvement in the educational experience (Munangatire & Indjamba, 2023 ). The investigation further explained that instant messaging applications reduce barriers associated with anxiety, expand the pool of learners who can engage and boost their trust in their ability to do so.…”

Section: Discussionsupporting

confidence: 92%

“…The breadth of learning, level of focus and self‐direction of learners may all be used to indicate their level of engagement. Engagement is more than just participating in educational tasks; it also involves emotional and mental variables (Munangatire & Indjamba, 2023 ). Thus, behavioural, affective and mental engagement are the three primary categories of engagement (Bowden et al., 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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The impact of digital learning on Saudi nursing students' engagement: A qualitative study

Al‐Osaimi

2024

Nursing Open

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AimThis study aimed to explore the perception of nursing students regarding their engagement in digital learning environments.DesignAt one of universities in Saudi Arabia, a qualitative descriptive study design was used among nursing students from various academic levels.MethodsData were collected using focus group discussions among a sample of 23 participants. Data were analysed using thematic analysis. The COREQ Standards for Reporting Qualitative Research were used to report this study.ResultsWhile sharing their perceptions the nursing students reflected on the behavioural and cognitive aspects of engagement, yet they did not include emotional aspects of engagement in their conceptualization. However, the results showed that, while they reflected on their experiences they tended to reflect on emotional aspects of engagement. According to the study's results, self‐paced studying, reflective exercises, and interaction with audiovisual and dynamic content all encourage the activation of past knowledge in online learning. The learning modality also was found to be a safe and convenient approach among the participating students. Digital learning presents as a promising educational approach that extends beyond the pandemic yet, efforts should be put in place to facilitate the optimal student engagement to meet learning outcomes. Further research is needed to measure its impact on engagement and other pertinent indicators objectively.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

The impact of digital learning on Saudi nursing students' engagement: A qualitative study

Al‐Osaimi

2024

Nursing Open

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“…Student engagement is influenced by several factors as has been identified in recent studies ( Dube & Mlotshwa, 2018 ; Ghalley & Rai 2019 ; Munangatire & Indjamba, 2023 ). According to Ghalley and Rai (2019) , these factors include age, gender, willingness to communicate, course level, student preparation, and emotions such as confidence or fear.…”

Section: Review Of Literaturementioning

confidence: 92%

“…According to Ghalley and Rai (2019) , these factors include age, gender, willingness to communicate, course level, student preparation, and emotions such as confidence or fear. Additional factors such as socioeconomic background, the ability to adapt to a new online learning environment, and low self-efficacy can also affect nursing students’ academic participation and performance ( Dube & Mlotshwa, 2018 ; Munangatire & Indjamba, 2023 ). Prior studies have also suggested that successful learning engagement is influenced by course design, peer pressure, confidence, and online teachers ( Koob et al, 2021 ).…”

Section: Review Of Literaturementioning

confidence: 99%

Nursing Students’ Learning Engagement Experiences During the COVID-19 Pandemic in Namibia: Implications for Nursing Education

Tomas,

Munangatire,

Haita

2024

SAGE Open Nursing

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Introduction Ensuring strong student engagement in both traditional and virtual learning settings was essential for achieving positive educational results during the COVID-19 pandemic. However, fostering student engagement in both the traditional (face-to-face) and virtual learning environments has been accompanied by distinct challenges. There has been a lack of research specifically addressing the issue of nursing students’ engagement within a blended learning setting in Namibia. Aim To explore and describe nursing students’ learning engagement experiences at a university campus in Namibia during the COVID-19 pandemic. Methods A qualitative, descriptive, phenomenological study was employed to collect data from 10 purposively selected nursing students at a university campus in Namibia. Data from in-depth, face-to-face, individual interviews were collected using a semistructured interview guide. Data were analyzed using Colaizzi's seven-step method. Results The findings of the study describe students’ learning engagement experiences under four distinct themes: (a) conditions and contexts of engagement; (b) student acts of engagement: positionality of teacher- and student-facilitated engagement; (c) consequences of engagement in a blended learning environment; and (d) student engagement dispositions: students’ initiatives. Conclusion The research findings revealed that despite mental health challenges, both teacher-facilitated and student-facilitated engagement were necessary for positive learning engagement in the blended learning environment. Student-facilitated engagement was significantly responsible for enabling students to maintain focus, adhere to guidelines, and adapt to the blended learning environment. These findings are useful in understanding the challenges faced by students during the COVID-19 pandemic. The findings thus provide valuable data for future studies seeking to address challenges associated with the blended learning environment.

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Learning engagement; nursing students' experiences in an online environment at a university

Munangatire

Indjamba

2022

Nursing Open

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Aim The aim of this study was to understand students' engagement with learning in an online environment at a university in Namibia. Design A qualitative descriptive design was applied. Methods Data were collected using in‐depth telephonic interviews among 12 purposively selected nursing students. Data were analysed thematically. Results While the students did practice engagement, their understanding of learning engagement was not clear. The students considered online learning to be a safe space for engagement that enhanced active participation. They also noted that it forced them to reflect on their pre‐existing knowledge before learning new information and ultimately enhanced their understanding of the learning material. The findings of this research suggest that online platforms and apps can support nursing students' learning engagement, in particular behavioural engagement, but they are less conducive to cognitive and affective engagement.

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Learning engagement; nursing students' experiences in an online environment at a university

Cited by 4 publications

References 38 publications

The impact of digital learning on Saudi nursing students' engagement: A qualitative study

The impact of digital learning on Saudi nursing students' engagement: A qualitative study

Nursing Students’ Learning Engagement Experiences During the COVID-19 Pandemic in Namibia: Implications for Nursing Education

Learning engagement; nursing students' experiences in an online environment at a university

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