The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education

Vermisli, Sevgi; ÇEVİK, Esra; Çevik, Celalettin

doi:10.1590/1980-220x-reeusp-2021-0488en

Cited by 10 publications

(4 citation statements)

References 20 publications

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“…Further thematic analysis of the study data also indicated that there was no link between perceived competency with technology and overall satisfaction with OL and assessment. This is inconsistent with research by Vermisli et al [23] which found that student satisfaction was high amongst students who had increased digital literacy though it is important to note this can be di cult to measure and various tools have been proposed. The lack of link between perceived competency with technology and overall satisfaction slightly contradicts the fact that in terms of facilitating an improved student experience of OL there was a theme relating to technology understanding, improved wiand improved information technology (IT) skills.…”

Section: Discussioncontrasting

confidence: 67%

Remote delivery of post-graduate allied health professional prescribing education: A survey of the student experience

George,

Collins

2024

Preprint

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The COVID-19 pandemic resulted in a rapid transition of many educational courses to an online delivery model which has not been fully investigated in relation to the student experience. The aim of this study was to explore the learning experience of postgraduate allied health professionals enrolled on an online prescribing programme at an institution within Northern Ireland. A mixed methods cross-sectional survey of postgraduate AHP prescribing students who had undertaken online learning and assessment during the COVID-19 pandemic was carried out. The survey was distributed to 120 students with 51 responses received resulting in a response rate of 42.5%. There was no statistically significant relationship identified between previous student experience of online learning and overall satisfaction with the current postgraduate programme. Thematic analysis revealed that 82% of respondents described their experience as excellent or very good. Flexibility was highlighted as key factor in student satisfaction allowing materials to be rewatched at preferred times. 80% of respondents answered that they preferred the flipped approach versus live synchronous activities and thematic analysis highlighted that this enhanced the student learning experience. However, a strong theme of social isolation emerged as a significant inhibitor in relation to the student experience and needs to be addressed in future online post-graduate programme delivery.

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Section: Discussioncontrasting

confidence: 67%

Remote delivery of post-graduate allied health professional prescribing education: A survey of the student experience

George,

Collins

2024

Preprint

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“…27,31 An adequate technical infrastructure, reliable internet access, and skills in information and communication technology (ICT) are essential for E-learning programs to work. 10,28,32,33 In our study, the technical aspects and functionality of the platforms were rated as being good. This may not be applicable to all countries, since ICT access and competence are high in Finland.…”

Section: What This Study Addsmentioning

confidence: 71%

Post-graduate Course in Palliative Medicine: Experiences from an E-Learning-Based Pilot Program, a Mixed Methods Study

et al. 2023

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Objective: To study whether E-learning methods are feasible in the post-graduate education of palliative medicine. Methods: A mixed-methods study. Evaluations from pilot course attendees were analyzed numerically and answers to open-ended questions about E-learning were analyzed using inductive content analysis. A national pilot E-learning-based post-graduate course in palliative medicine with 24 participating physicians in Finland. The evaluation of teaching modules and different aspects of the course was achieved from the participants through numerical statements and open-ended questions. Results: The feedback on most aspects of the course was good. For example, issues of pain and symptom control, lectures, pre-exams, and group discussions were deemed suitable for E-learning, while studying communication and existential issues through E-learning was considered more challenging. The benefits of E-learning included efficacy, better accessibility, and the possibility to go back to the teaching material. Reduced networking and face-to-face interactions were stated as challenges of E-learning. Conclusions: E-learning is feasible in the post-graduate education of palliative medicine and can be ‘surprisingly rewarding’. It allows easy access to learn many important topics, while social networking may fall short. Further studies are needed to assess the increase in competence by different learning methods.

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“…In today's constantly evolving technological ecosystem, developing and applying digital literacy skills enables learners to build and use emotional intelligence, allowing them to negotiate problems with a better awareness of their own and others' emotions [19]. Moreover, digital literacy has a signi cant impact on academic stress levels, as students experience a decline in stress when they have con dence in their digital skills and abilities [20] [21] [22]. It is crucial to combine emotional intelligence and digital competence in the realm of technology [23] [17].…”

Section: Introductionmentioning

confidence: 99%

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

Ibrahim,

Sabbah,

Al-Jarrah

et al. 2024

Preprint

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Aim: To assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students’ digital literacy and self-regulation. Background: Academic stress continues to be a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic strategy called "digitally regulated emotional intelligence" to effectively reduce academic stress. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world. Methods: A cross-sectional study was conducted to examine correlations and describe quantitative data. 240 students' data was collected in the 2023-24 academic year from Fatima college of Health sciences. Pearson's correlation coefficient has been applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress. Results: The emotional intelligence level, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t=3.830*, p<0.001*). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the aforementioned relationship. Conclusion: The study noted significant connections between study attributes, particularly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may be influencing their stress levels. Furthermore, digital literacy was found to act as a mediator between emotional intelligence and academic stress, suggesting that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.

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The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education

Cited by 10 publications

References 20 publications

Remote delivery of post-graduate allied health professional prescribing education: A survey of the student experience

Remote delivery of post-graduate allied health professional prescribing education: A survey of the student experience

Post-graduate Course in Palliative Medicine: Experiences from an E-Learning-Based Pilot Program, a Mixed Methods Study

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

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