Using student satisfaction data to evaluate a new online accelerated nursing education program

Gazza, Elizabeth A.; Matthias, April D.

doi:10.1016/j.evalprogplan.2016.06.008

Cited by 16 publications

(14 citation statements)

References 7 publications

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“…Coaches who answer questions and provide timely feedback to the students are likely to be successful in facilitating and enhancing the student experience. The study findings are consistent with our prior studies of academic success in these programs (Cipher et al, 2017;Mancini et al, 2015), as well as with previous studies that identified the impact of online presence and immediacy behaviors by instructors on RN-to-BSN student success, satisfaction, and retention (DellAntonio, 2017; Gazza and Matthias, 2016).…”

Section: Discussionsupporting

confidence: 91%

“…One solution to addressing the challenges and concerns related to online programs is the use of academic coaches. Many reasons exist for the addition of academic coaches to an online course, among which are to increase enrollment, reduce nursing faculty stress, and positively affect student outcomes such as academic progression and student satisfaction (Gazza & Matthias, 2016). The role of an academic coach is to serve as a liaison between the faculty of record and the students.…”

Section: Characteristics Of Academic Coaches In An Online Rn-to-bsn Pmentioning

confidence: 99%

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Characteristics of Academic Coaches in an Online RN-to-BSN Program

Cipher¹,

Urban²,

Mancini³

2018

J Nurs Educ

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Section: Discussionsupporting

confidence: 91%

Section: Characteristics Of Academic Coaches In An Online Rn-to-bsn Pmentioning

confidence: 99%

Characteristics of Academic Coaches in an Online RN-to-BSN Program

Cipher¹,

Urban²,

Mancini³

2018

J Nurs Educ

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“…Out of which 71% undergraduate students had less likely to remember and understand material taught in online class, 60% had less likely to get answers to their queries and 55% undergraduate students had less likely to attend online classes as compared to regular classes. This ID due to the fact that the limited interaction while online teaching could result in the decreased satisfaction and thereby affecting the learning of the students 6,7 . Furthermore, students having low confidence in using internet sources and technological platforms might be less engaged in online learning strategies as well as have very low opportunities for interaction with the teac-hers 8,9 .…”

Section: Discussionmentioning

confidence: 99%

“…Thus, this whole process leads to dissatisfaction and ultimately decreased learning and disengagement during online classes. Researchers found that students' satisfaction with the new program format and served as the basis for inter and intra departmental program improvement plan designed at maintaining and enhancing student satisfaction and overall program quality 11 .…”

Section: Discussionmentioning

confidence: 99%

“…Although many researches revealed that there is no significant difference in the student learning outcomes when compared to traditional face to face teaching methods with the online methods [3][4][5] . However, they are particularly different in the way of instructions delivery, teacher student interaction and content delivery 6,7 . Nevertheless, the limited interaction while online teaching could result in the decreased satisfaction and thereby affecting the learning of the students so adaptation aren't always perfect.…”

Section: Introductionmentioning

confidence: 99%

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Impact of Covid-19 Pandemic on Learning of Undergraduate Medical Students: A Cross-Sectional Study From Karachi

Anwar

Khan

Nisar

et al. 2020

PAFMJ

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Objective: To assess the impact of COVID-19 pandemic on learning of undergraduate medical students ofKarachi. Study Design: A cross-sectional, observational study. Place and Duration of Study: Study was conducted at conducted at the different public and private medicalcolleges, Karachi, from Mar to Apr 2020. Methodology: Google survey form based cross-sectional study conducted at the different public and privatemedical colleges, Karachi from March till April 2020. Non-probability consecutive sampling technique was used.This questionnaire consisted of 13 items which focused on the impact of COVID-19 pandemic on the learning ofundergraduate medical students from Karachi. Results: The study was conducted on 110 undergraduate students. Out of which, majority of the participantswere from third year 45 (41%) and second year of MBBS 25 (23%). It was found that almost 71% of the undergraduate students had less likely to remember and understand material taught in online class and 60% had less likely to get answers to their queries as compared to regular classes. The results also showed that 49% of the undergraduate students were disturbed by technical issues during online classes. Furthermore, it was also found that learning of 54 out of 110 undergraduate students was always affected due to loss of clinical rotations. Strong association were also found in between online satisfaction and stressful condition due to online classes. Conclusion: It was concluded that COVID-19 pandemic greatly affected the learning of the undergraduatemedical students and have negatively impacted their satisfaction level towards their studies.

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Perspective of dental medicine students learning in remote biochemistry laboratories during COVID-19

2022

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Students at the Monastir Faculty of Dental Medicine were required to remain inside during the COVID-19 pandemic for their own safety and in accordance with official directives. It is evident that learners' perceptions are a recognized indicator of the efficiency of any teaching approach. Therefore, we focused on students' input on the validity of online biochemistry laboratories to assure their preferences with the finest teaching approaches. The study included 116 undergraduate dental students from the Faculty of Dental Medicine of Monastir. The survey has 40 questions. This investigation covered (i) information technology tool accessibility, (ii) course presentation, interactions in a virtual classroom, teachers' availability, and (iii) preferred learning styles. The percentages were then determined for each item and assessed. Our results showed that almost students were equipped with computers, smartphones and tablets but have encountered some connectivity issues. Moreover, participants find courses well presented, approved class interactions, and were satisfied with teachers' availability. Nevertheless, students were not already prepared for entirely online learning. Despite, the overall positive perception among students toward remote education during the COVID-19 outbreak; they preferred considering shared learning between face-to-face and online once the pandemic is over.

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Using student satisfaction data to evaluate a new online accelerated nursing education program

Cited by 16 publications

References 7 publications

Characteristics of Academic Coaches in an Online RN-to-BSN Program

Characteristics of Academic Coaches in an Online RN-to-BSN Program

Impact of Covid-19 Pandemic on Learning of Undergraduate Medical Students: A Cross-Sectional Study From Karachi

Perspective of dental medicine students learning in remote biochemistry laboratories during COVID-19

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