Nursing students' perceptions of online learning and its impact on knowledge level

Siah, Chiew Jiat Rosalind; Huang, Chi-Ming; Poon, Yuan Sheng Ryan; Koh, Serena Siew Lin

doi:10.1016/j.nedt.2022.105327

Cited by 34 publications

(27 citation statements)

References 26 publications

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“…After screening, 33 articles were eligible (pre-consensus agreement: 62.5%). Articles with low quality [ 42 – 51 ] assessed by the HEAT (Table 2 ) were excluded. The pre-rejected mean quality score was 26.73 (95% CI = 24.74–28.72).…”

Section: Resultsmentioning

confidence: 99%

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

et al. 2022

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Healthcare education providers are eager to apply technologies in teaching and learning activities; however, students are the consumers in higher education, and their opinion and experience should be considered. We performed a meta-synthesis of qualitative studies to help inform our understanding of Southeast Asian healthcare students’ perceptions and experience of technology-based teaching and learning in their education. Our search strategy located 1599 articles from a dozen electronic research databases. Articles were analyzed for quality using the Hawker’s Evidence Appraisal Tool, and 23 qualitative studies were included in the final meta-synthesis. Technologies investigated largely involved online or blended learning, with fewer exploring virtual reality, simulations, telehealth, game-based learning, and videos. Three overarching themes were synthesized: (i) culture does matter in the implementation of technology-based learning; (ii) the values and limitations of technology used for learning; and (iii) technology is part of daily life and creates new challenges in education. Technology is an asset to enhance the learning experience, but educators must be aware of its limitations. Pre-coronavirus disease 2019 (COVID-19) studies were more focused on technology and product, and were optimistically reported, whereas COVID-19–spanning studies focused on life experience and paid more attention to reporting on the inherent challenges. The educational approaches, theories, cultural aspects, and availability of facilities all play a vital role in steering successful technology use in learning.

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Section: Resultsmentioning

confidence: 99%

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

et al. 2022

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“…The meta-analysis identified ease of understanding material and interaction with teachers as advantages to face-to-face learning, and flexibility with learning time and assignment submission as advantages to online courses. Another study of nursing student perceptions of online learning during the pandemic identified five challenges to online learning: lack of motivation, missed learning opportunities, decreased interaction between students and teachers, and differences between online tutorials and face-to-face learning ( Siah et al, 2022 ). Maskun et al (2020) described students' positive perception of online learning, citing flexibility, ease of use of technology, and higher motivation to learn.…”

Section: Review Of the Literaturementioning

confidence: 99%

Student and faculty perceptions of effectiveness of online teaching modalities

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et al. 2023

Nurse Education Today

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“…Online distance instruction was also used in medical staff preparation, in the university course of Psychology (Siah et al, 2022 ). Students felt a lack of motivation, limited teamwork, they missed learning opportunities, and their interactions decreased.…”

Section: Literature Reviewmentioning

confidence: 99%

Re-thinking the online distance instruction based on students’ feedback

et al. 2022

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During the covid-19 pandemic, schools at all levels were often closed and online distance instruction (ODI) was applied. The main objective of this research was to discover the main didactic features of online distance instruction; and based on the collected data to define didactic recommendations towards improving the quality of the process. Five hypotheses were set that evaluated students’ opinions in the areas of teachers’ support for learners within ODI, types of sources exploited within ODI, means used for practising and fixing new knowledge within ODI, assessment of learners’ performance within ODI, and students’ feedback on ODI. In total, 272 respondents from upper secondary and higher education institutions participated in the research. Each respondent described the process of online distance instruction in two courses they selected of 64: (1) in a course that they appreciated, liked, enjoyed, and considered efficient from the point of view of their learning; (2) in a course that caused them discomfort in learning, as it was conducted in a way that did not suit them, and their learning did not bring the expected learning outcomes. Data were collected via a questionnaire; Chí-square test, adjusted residuals, and t test for comparison of means were calculated. Before the research started, teachers were trained in online distance instruction. Therefore, we expected that they will be competent in designing online distance courses and the courses will follow didactic principles. The results discovered significant differences in the frequency of occurrence of observed features in courses that received positive feedback compared to those having negative evaluation. However, some exceptions were detected.

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Nursing students' perceptions of online learning and its impact on knowledge level

Cited by 34 publications

References 26 publications

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

Student and faculty perceptions of effectiveness of online teaching modalities

Re-thinking the online distance instruction based on students’ feedback

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