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

Abstract

Objective The emergence of the COVID‐19 pandemic compelled many academic institutions to resort to distance learning and online education, requiring a higher degree of student self‐direction and motivation to learn. This study explored self‐directed learning (SDL) readiness among nursing students in Oman, their learning styles (LS), and the association of demographic variables and LS with SDL. Methods The study, which followed a descriptive, cross‐sectional design, surveyed 236 Omani nursing students via an online questionnaire containing two standardized scales: the Self‐Directed Learning Readiness Scale for Nursing Education and the Learning Style Scales. Results Nursing students were identified as having a low level of SDL (mean = 149.58). Probation status (β = −0.165; p = 0.021) was negatively associated with SDL. In terms of LS, solitary (β = 0.217; p = 0.001), competitive (β = 0.201; p = 0.005), imaginative (β = 0.19; p = 0.012), and perceptive LS (β = 0.437; p = 0.0) were positively associated with SDL. An analytical LS was negatively associated with SDL (β = −0.155; p = 0.022). Conclusion Academic probation status and an analytical LS both yielded lower SDL scores. Perceptive, solitary, competitive, or imaginative learners tended to have higher SDL scores. Deliberate planning and strategies are necessary to help probation students cope with academic demands, especially with the advent of intensified digital education. Because no single learning environment can fulfill the needs of every LS, nurse educators must implement SDL‐aimed teaching and learning strategies that appeal to a variety of learners.

Student teachers’ perceived changes of learning conditions during COVID-19: The role of internal resource management strategies, intrinsic motivation, and preferences for lesson formats

“…This theoretical frameworks lend itself particularly well to investigating student perceptions of learning conditions, as the different aspects all relate to important characteristics of selfdetermined learning that takes place during distance learning (Holzer et al, 2021;Pelikan et al, 2021b;Ballad et al, 2022;Grande et al, 2022). For example, distance learning offers students greater possibilities with respect to organizing their learning, which may lead to increased perceived autonomy.…”

Description of Character Shift of Nursing Students During the Covid-19 Pandemic Era: A Review

“…During the pandemic there was a change in behavior in the teaching and learning process on campus. The research results contained in the table above prove that online education has made the problem of inequality very visible that affects students' ability to learn and be successful [31]. Other research suggests that students who are restricted at home cannot have access to the Internet or Wi-Fi; they are in remote areas and do not have access to the bandwidth required to access more modern learning materials such as videos, voice mail, or Power Point presentations [3].…”

“…This lifestyle shift occurs as a result of stress, anxiety, emotional pressure, fear, depression, suicidal tendencies, public reputation and insight. [31]. During the pandemic of Covid-19 the campus was closed, students living in dormitories were told to go to their parents' homes, online lectures from home, lecture facilities were not available at family or parents' homes, did not study comfortably at home, felt lonely, the student concerned could not have entertainment activities at home.…”

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

“…The COVID-19 pandemic led to a sudden suspension of face-to-face teaching activities across the world [ 1 ]. Immense school closures in more than 200 countries have displaced approximately 1.6 billion learners, equivalent to more than 94% of the student population all over the globe [ 2 , 3 ]. The pandemic forced academic institutions to immediately shift to virtual education or online learning as an emergent solution [ 1 , 2 , 4 ].…”

“…In. In response to such an urgent transition, faculty and educators adopted several strategies to facilitate online learning such as providing educational resources for self-study [ 2 ], pre-recorded lecture videos [ 1 ], video conferencing, interactive online simulation programs [ 2 ], flipped and flipped-jigsaw learning [ 5 , 6 , 7 ], online problem-based learning [ 8 , 9 ], and synchronous and asynchronous online discussions [ 2 ]. Alternative strategies for courses with clinical/practical aspects involved posting clinical case scenarios and/or uploading ready-made videos covering the required topic [ 2 ].…”