Nurse students’ satisfaction towards blended learning program

Sukadarma, I Gusti Ngurah Ketut; Suastra, I Wayan; Pujawan, I Gusti Ngurah; Nitiasih, Putu Kerti; Permana, Imam

doi:10.15562/bmj.v11i2.3391

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…Students are satisfied with the blended learning program because it can meet their needs and demands as prospective nurses. Student satisfaction in blended learning is influenced by supporting factors such as interaction, teaching, instructors, education management, and technology [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

Insights from a multi-country study: Lessons for future nursing education from community clinical practice amid the COVID-19 pandemic

Setiawan,

Kusuma Wati,

Hassan

et al. 2024

Heliyon

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Section: Discussionmentioning

confidence: 99%

Insights from a multi-country study: Lessons for future nursing education from community clinical practice amid the COVID-19 pandemic

Setiawan,

Kusuma Wati,

Hassan

et al. 2024

Heliyon

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“…Prioritising interactive activities, case discussions, and group presentations encourage active participation and collaboration (Sukadarma et al, 2022;Zeqiri et al, 2021).…”

Section: Satisfaction Of Hybrid Learning Among Undergraduate Health S...mentioning

confidence: 99%

Evaluating the satisfaction of hybrid learning among undergraduate health science students

Paneerselvam,

Lim,

Beshir

et al. 2024

Pharm Educ

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Background: Hybrid learning combines traditional face-to-face instruction with online or digital learning components and has gained significant popularity in recent years. Objective: This study aimed to assess the satisfaction of hybrid learning among undergraduate health science students and identify the factors associated with the satisfaction level, providing further insights into improvements in hybrid learning adoption to make effective use of the learning approach. Methods: An online survey was distributed to the undergraduate health science students at Taylor’s University in Malaysia. Students’ satisfaction and the associated factors were assessed using a 5-point Likert scale using Pearson Chi-square and logistic regression analysis test where p-value < 0.05 is considered statistically significant. Results: More than half of the students (66.7%) in this study expressed positive satisfaction towards hybrid learning. Internet connection was determined as one of the students' satisfaction-related factors (p=xx). Multivariate binary logistics regression demonstrated that course structure, perceived ease of use, student-instructor interaction and students’ attitude toward hybrid learning had a statistically significant impact on students’ satisfaction with the hybrid learning approach. Conclusion: Students' satisfaction is valuable input for institutions and instructors to enhance the quality of hybrid learning in the future to optimise students' learning experience.

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“…According to Muassomah et al (2023), this entails making sure that both teachers and students have access to an acceptable technology infrastructure and assistance. Institutions should also spend money on good learning management systems and other pertinent technologies to enable the deployment of blended learning (Sukadarma et al, 2022).…”

Section: Facilities For Implementing Blended Learningmentioning

confidence: 99%

Role of Administrators in Blended learning in Higher Education Institution

Fatima Muhammad Qassim,

N.B. Jumani,

Samina Malik

2023

PJDOL

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As higher education institutions adopt blended learning, administrators play a crucial role in implementing and supporting blended learning, ensuring its success (Lomonosova & Valentinovna, 2018). The study investigates administrators' perceptions of blended learning as a teaching strategy, using a proportionate sampling sample and a content validity instrument modified by an expert. The study involved 27 administrators respondents who were selected from the universities in Islamabad. The interview guide was created to assess administrators' readiness for blended learning, focusing on their awareness of facilities, finances, capacity-building initiatives, challenges, and technology capabilities. The reliability of the results was ensured by consistent patterns and plausible reasons for differences. Data analysis involved analyzing administrative attitudes through interviews, coding the data, and identifying recurring themes. The study concluded that despite the availability of resources and support, the studyemphasises the difficulties administrators encounter when implementing blended learning in higher education institutions. For blended learning to be successfully implemented, infrastructure facilities including well-equipped classrooms and high-speed internet connection are crucial.

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Nurse students’ satisfaction towards blended learning program

Cited by 3 publications

References 19 publications

Insights from a multi-country study: Lessons for future nursing education from community clinical practice amid the COVID-19 pandemic

Insights from a multi-country study: Lessons for future nursing education from community clinical practice amid the COVID-19 pandemic

Evaluating the satisfaction of hybrid learning among undergraduate health science students

Role of Administrators in Blended learning in Higher Education Institution

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