E-Learning; Barriers and Opportunities; Nursing Students Perspectives

Abstract

Background: E-learning consists of the use for education purposes of the internet and related devices. Internet learning and teaching are a new experience especially after the coronavirus pandemic outbreak for most teachers and students. Aim: was to assess barriers and opportunities faced by nursing students during applying e-learning. Design: A descriptive correlational research design was utilized to conduct the aim of this study. Setting: This study was conducted in the Faculty of Nursing, Benha University, Egypt. Subjects: A stratified random sample technique was employed for the selection of 10 % from the students in each of the four academic years enrolled in Faculty of Nursing, Benha University during the academic year 2019/2020. Tools: Interviewing questionnaire including demographic characteristics and background on utilizing technology, opportunities and Barriers of e-learning questionnaires. Results: The majorities of the studied students were female and were living in rural area. Also There were a highly statistical significant difference between students live in rural areas and students live in urban areas regarding presence of internet facility at home and qualification in using computer and internet, more than half of students choose U tube application as the most effective tool for e-learning and preferred the use of mobile devices in e-learning activities. The majority of the nursing students had positive perception ranging from neutral to agree regarding e-learning opportunities items. Majority of nursing students of the three academic years from second to forth academic years had neutral agreement with the presence e-learning barriers While, the first year students had the highest level of agreement with the presence e-learning barriers. Recommendations: Enhance Internet speed and make Internet packages cheaper or even free. Provide e-learning tools and computer skills training for students. Enhance educational methods in order to motivate students to learn and entice them to enroll in online courses.

A process model of learning effect and learner emotion occurrence in offline learning environments—an empirical study for the learning spiral model

“…Sun et al summarized learner emotional types as happy, surprised, bored, confused, fatigued, focused, and confident, and the virtual teacher responded to learners for intervention by recognizing their emotion types and screening behaviors (such as smiling, nodding, victorious, tapping shoulders, and shaking heads) 36 . Mahmoud designed an online learning platform by combining the theory of affective computing to recognize six emotions: happiness, fear, sadness, surprise, anger, and disgust 37 . Wang et al proposed a learning fatigue recognition and intervention method based on facial emotion recognition, and suggested emotional interventions to be taken when facing learning fatigue 38 .…”