Understanding online teaching effectiveness: Nursing student and faculty perspectives

Smith, Yvonne; Chen, Yea-Jyh; Warner-Stidham, Andrea

doi:10.1016/j.profnurs.2021.05.009

Cited by 29 publications

(78 citation statements)

References 10 publications

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“…Furthermore, students have reported greater academic satisfaction and more positive emotions when enrolled in classes with high-quality instruction (Sax et al, 2005;Artino, 2008;Lee, 2010;Ralston-Berg et al, 2015;Habe et al, 2021;Holzer et al, 2021). Students have also reported that higher instructional quality is one of the most important features of courses, increasing their satisfaction and well-being (Smith et al, 2021). Further, higher instructional quality likely culminates in more positive emotions and reduces the likelihood of negative emotions in courses (Rubach and Lazarides, 2021).…”

Section: The Concept Of Instructional Qualitymentioning

confidence: 99%

“…One explanation for this finding might be that we focused on the first quarter after the beginning of the COVID-19 pandemic lockdown. Empirical studies have reported that students' wellbeing and mental health decreased with the start of the lockdown (see Son et al, 2020;Smith et al, 2021). We must therefore consider whether instructional quality might have an intervening effect in such challenging times.…”

Section: Instructional Quality As Protective Factor For Students' Hea...mentioning

confidence: 99%

“…Unexpectedly, instructional quality was not related to students' academic stress, and thus academic stress did not mediate the association between instructional quality and students' mental health impairment. Even though multiple scholars have highlighted the stressors that can be addressed by instructional quality, i.e., high workload, low motivation and ability to concentrate, instructional quality in one course might not be enough to facilitate a less stressful academic environment for students (Son et al, 2020;Smith et al, 2021;Usher et al, 2021). This study only focused on two courses (the most important and most difficult courses).…”

Section: Instructional Quality As Protective Factor For Students' Hea...mentioning

confidence: 99%

“…An alarming percentage of university students report high rates of stress, depressive symptoms, or anxiety as a consequence of multiple stressors (Eisenberg et al, 2013). The unprecedented circumstances of the COVID-19 pandemic have posed additional risks to university students, compelling them to balance an even greater number of stressors simultaneously, consequently impacting their mental health (Son et al, 2020;Smith et al, 2021). Female students especially have reported greater mental health impairment, i.e., poor mental health and higher psychological distress, during the pandemic than male students (Elmer et al, 2020;Rubach et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…During the COVID-19 pandemic, students have experienced several stressors, such as difficulty concentrating, concerns about academic performance, and classroom workload (Son et al, 2020;Smith et al, 2021;Usher et al, 2021). Instructors may be able to help their students cope with these stressors by improving the quality of their instruction.…”

Section: Introductionmentioning

confidence: 99%

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Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Stress, Academic Satisfaction, and Mental Health Impairment

et al. 2022

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Gender differences in university students’ well-being and mental health are prominent concerns in higher education. During the COVID-19 pandemic, male and female students have reported specific stressors that have impacted their well-being and mental health, including difficulty concentrating, concerns about academic performance, and classroom workload. All of these stressors could be mitigated by instructional quality in courses. This study sought to better understand the associations between instructional quality and mental health impairment, i.e., poor mental health and high psychological distress, among male and female undergraduate students during the COVID-19 pandemic. We asked whether perceived instructional quality has a protective effect on students’ mental health with regard to academic stress and academic satisfaction across genders. We used longitudinal data from an ethnically diverse sample of 209 students (68% females, 82% freshmen, 50% Asian, 32% Hispanic, 13% White, 5% other) from a public university in Southern California, United States. Data were assessed during the winter and spring quarters of the academic year 2019–2020, i.e., before and after the outbreak of the COVID-19 pandemic in the US. Associations between instructional quality and students’ mental health impairment did not differ across genders. The findings indicated that perceived instructional quality at the beginning of the spring quarter 2020 was indirectly related to male and female students’ mental health impairment at the end of this quarter. This association was mediated by academic satisfaction. This finding points to a protective effect of instructional quality on students’ mental health. However, no effect was found concerning changes to mental health. Gender differences occurred in the link between academic stress and mental health impairment. Academic stress was a stronger predictor of mental health impairment for female students compared to male students. Furthermore, for female students alone, academic stress predicted changes in mental health impairment. We discuss practical implications for higher education. First, our study highlighted that instructional quality in higher education courses might lead to academic satisfaction and thereby help protect university students’ mental health. Second, higher education might consider providing additional support for (female) students to improve their stress management. We argue that improving and enhancing the academic environment are more important than reducing the burden of stressors.

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Section: The Concept Of Instructional Qualitymentioning

confidence: 99%

Section: Instructional Quality As Protective Factor For Students' Hea...mentioning

confidence: 99%

Section: Instructional Quality As Protective Factor For Students' Hea...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Stress, Academic Satisfaction, and Mental Health Impairment

et al. 2022

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Faculty Perception of Student Engagement in Online Anatomy Laboratory Courses During the COVID-19 Pandemic

Richards¹

2023

Med.Sci.Educ.

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When the social distancing guidelines, as a result of the COVID-19 pandemic, caused universities to close campuses, there was a rapid shift in the course delivery methods of human gross anatomy laboratory sessions. Courses were delivered online, and this change created new challenges for anatomy faculty to engage students effectively. This profoundly impacted student-instructor interactions, the quality of the learning environment, and successful student outcomes. Because of the importance of student interaction and engagement for hands-on laboratory courses like anatomy, which rely on cadaver dissections and in-person learning communities, as well as the novel opportunity, this qualitative study sought to explore the faculty perspectives of transitioning their in-person laboratory sessions online and unearth their experience with student engagement in this new teaching format. The Delphi technique was used to explore this experience in two rounds of qualitative inquiry using questionnaires and semi-structured interviews, and thematic analysis was used to analyze the data, identifying codes and building themes. The study utilized indicators of student engagement in online courses to formulate four themes: instructor presence, social presence, cognitive presence, and reliable technology design and access. These were constructed based on the factors faculty used to maintain engagement, new challenges they faced, and strategies deployed to overcome these challenges and engage students in the new learning format. These are supported by strategies such as using video and multimedia, ice-breaker activities, chat and discussion features, immediate and personalized feedback, and virtual meeting via synchronous sessions. These themes highlight important lessons that faculty designing online anatomy laboratory courses can use to guide their course design, and institutions and instructional design faculty can use to inform best practices and faculty development efforts. Additionally, the study calls for further research to design a standardized and global assessment tool that measures student engagement in the online learning environment.

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Practical Implications of Online Learning with Nurses During Coronavirus Disease 2019

Christoffers¹

2023

Nursing Clinics of North America

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Understanding online teaching effectiveness: Nursing student and faculty perspectives

Cited by 29 publications

References 10 publications

Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Stress, Academic Satisfaction, and Mental Health Impairment

Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Stress, Academic Satisfaction, and Mental Health Impairment

Faculty Perception of Student Engagement in Online Anatomy Laboratory Courses During the COVID-19 Pandemic

Practical Implications of Online Learning with Nurses During Coronavirus Disease 2019

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