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The COVID-19 pandemic forced educational institutions to move online, and it is important to understand how students perceive learning in a digital learning environment. We aimed to investigate students’ perceived learning outcomes in a digital learning environment and associations between perceived learning outcomes and grades achieved. An anonymous electronic survey was used (n = 230, response rate 34%). A significant linear relationship between overall perceived learning outcome and grade achieved was found (B 0.644, 95% CI 0.52 to 0.77). Of the different learning activities, attending digital seminars were positively associated with grades (B 0.163, 95% CI 0.002 to 0.32). In particular, participating in voluntary colloquium group (B 0.144, 95% CI 0.03 to 0.26) and motivation to learn (B 0.265, 95% CI 0.13 to 0.41) predicted the students’ grades. Intrinsic motivation was positively associated with grades (B 0.285, 95% CI 0.12 to 0.45), and extrinsic motivation was negatively associated with grades (B-0.213, 95% CI-0.35 to -0.07). Nursing students’ perceived learning outcomes and grades were positively associated. Of the different learning activities, attending digital seminars predicted higher grades. Additionally, attending colloquium groups and being motivated to learn predicted higher grades, while high extrinsic motivation was associated with lower grades.

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SammendragUtgangspunktet for studien er at naturvitenskaplige fag, saerlig anatomi, fysiologi og biokjemi (AFB), oppleves som vanskelig for sykepleierstudentene. Hensikten var å undersøke om laeringsverktøyet e-laering, i form av nettester, kan vaere et effektivt virkemiddel til innlaering av og på virke laeringsutbyttet i AFB.Førsteå rsstudentene i bachelorutdanningen i sykepleie ved Høgskolen i Akershus fikk et spørreskjema med 23 spørsmå l som ble besvart anonymt.Resultatet av studentundersøkelsen viste at nettoppgavene ble mye brukt, og at studentene mente de ga et godt laeringsutbytte. Nettoppgaver med umiddelbar feedback gir stor studentaktivitet og «time-on-task». Testene kan tette hullet mellom det studentene forventes å kunne og det de faktisk kan, og egner seg til faktafag som m å pugges og forstå s. E-laering kan gi god hjelp til studenters strukturering av tid, laeringsstrategier og selvregulering.Laeringsutbyttet av nettester diskuteres i lys av nytten av umiddelbar feedback i et pedagogisk perspektiv. AbstractThe starting point of the study is that the natural sciences, particularly anatomy, physiology and biochemistry (collectively known as APB), are often difficult subjects for nursing students. The aim was to investigate whether e-learning tools, in terms of web services, can be an effective educational tool and affect learning outcomes in APB.First year students in the Bachelor's degree program in nursing at Akershus University College of Applied Sciences received a questionnaire with 23 questions, which were answered anonymously.The results of the student survey showed that online tasks were widely used, and that students felt they resulted in good learning outcomes.

Background: Anatomy, physiology and biochemistry APB is a course that nursing students find challenging. The flipped classroom approach, where instruction is based on a student-centred model as opposed to traditional lectures, has previously led to good learning outcomes for this course in the radiography study programme at Oslo Metropolitan University OsloMet). A similar flipped classroom teaching model was therefore trialled in the nursing study programme at OsloMet, Pilestredet Campus, in autumn 2018. Objective:The objective of this study was to examine nursing students' perceptions of the learning outcome from various learning resources and activities, with a focus on the students who were part of a flipped classroom learning model, known as PISA. We also wanted to investigate whether attendance at on-campus sessions and various background factors impacted on the overall perceived learning outcome from a flipped classroom. Method:We examined the students' (n = 232 perceptions of the learning outcome from different learning resources and activities in APB using a quantitative questionnaire, which also included some background questions. We used multiple regression analysis to identify which variables affected the overall perceived learning outcome from a flipped classroom learning model. Results:The students believed that some of the best learning outcomes stemmed from learning activities and resources that entailed the lecturer's presence and social interaction between the students. In relation to the activities and resources in the flipped classroom model, the students considered OsloMet's internal digital resources to give the poorest learning outcome. The overall learning outcome of the flipped classroom learning model was shown to have a significant association with the number of on-campus lessons that students participated in, as well as the students' emphasis on the social aspect of learning with others. Conclusion:Attendance at on-campus sessions seems to be a success factor for the perceived learning outcome from the flipped classroom learning model. Furthermore, students considered teacher-led instructions and lectures to have a major positive effect on their learning outcome. This was also the case for student-centred activities.Traditionally, teaching at higher education institutions has taken the form of study material being presented in lectures 1 . However, students are not passive recipients of knowledge from lecturers who serve as disseminators of information -learning is a subjective process that arises in the interface between the student and lecturer 2 .According to summarised research findings, this approach to learning requires students to work actively with the study material and reflect on their own learning, thereby stimulating a deeper understanding of the subject and in-depth learning 3 .A growing focus on student activity and technological advances have led to a greater emphasis on more dynamic learning models in recent years 1, 4 .According to summarised research findings from quan...