Virtual Education During COVID-19

Alqahtani, Naji; Innab, Adnan; Bahari, Ghareeb

doi:10.1097/nne.0000000000000954

Cited by 44 publications

(25 citation statements)

References 12 publications

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“…One major strategy to support the continuity of education while keeping students safe was to initiate the electronic learning (e‐learning). E‐learning has been used across several countries for social distancing and increases general satisfaction with education during COVID‐19 (Alqahtani et al, 2021). Although many organizations have used this method for decades, it became necessary when countries such as Saudi Arabia imposed a mandatory curfew (Yezli & Khan, 2020).…”

Section: Introductionmentioning

confidence: 99%

The mediating role of E‐learning motivation on the relationship between technology access and satisfaction with E‐learning

Innab

Alqahtani

2022

Nursing Open

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The COVID-19 has disrupted the education system in many countries (Pal et al., 2021). One major strategy to support the continuity of education while keeping students safe was to initiate the electronic learning (e-learning). E-learning has been used across several countries for social distancing and increases general satisfaction with education during COVID-19 (Alqahtani et al., 2021).Although many organizations have used this method for decades, it became necessary when countries such as Saudi Arabia imposed a mandatory curfew (Yezli & Khan, 2020). To improve education services, the ministry of education in Saudi Arabia promoted a sudden transition to online learning platforms. Such a step provides important experiences to move towards anchoring this modality in education in the future.E-learning has an active role in delivering useful information to all segments of society. This strategy also provides access to information in remote areas that lack adequate educational resources and contributes to saving users' time and increasing productivity (Apuke & Iyendo, 2018; Institute of Medicine, 2011). In Saudi Arabia, improvements are needed to create an effective virtual environment for e-learning. Therefore, a national plan was developed with a focus on improving the education environment, enhancing teaching methods and stimulating creativity and innovation (Saudi Arabia Vision 2030. The rapid increase in digital environments can support students' satisfaction levels in their different specialities. In nursing,

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Section: Introductionmentioning

confidence: 99%

The mediating role of E‐learning motivation on the relationship between technology access and satisfaction with E‐learning

Innab

Alqahtani

2022

Nursing Open

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“…This instrument was previously deployed with the same population and demonstrated reliable and valid results. 24 In this study, the Cronbach's alpha (α) values were .92 for teaching, .94 for assessment, and .95 for generic skills and learning experiences.…”

Section: Student Outcomes Surveymentioning

confidence: 62%

“…Owing to the COVID-19 pandemic, the online learning medium is predominantly used in education systems. 24 In this context, our study is relevant as it holds implications for the future of teaching and learning in technology-enabled learning environments. Online learning, being novel, has not only disrupted traditional teaching practices, but also teachers have experienced di culties in adapting to this medium.…”

Section: Discussionmentioning

confidence: 99%

“…A number of researchers collected data from various nursing programs in SA and revealed that nursing students were somewhat satis ed with e-learning. 24 In contrast, Abbasi et al 27 collected data from 1,255 nursing students from 11 countries, and revealed that 34% of the students were not con dent about completing the exit exam after participating in e-learning. However, differences in the overall satisfaction of nursing students could be attributed to varied implementations of e-learning in these countries.…”

Section: Discussionmentioning

confidence: 99%

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The Influence of Sense of Community on Nursing Students: A Cross-Sectional Study on their Satisfaction in a Distance Learning Environment

Innab

Albloushi

Alruwaili

et al. 2021

Preprint

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Background: The COVID-19 pandemic has caused a sudden shift to distance learning. For many nursing students, distance learning was a new experience. Along with being an essential requirement for retaining students, developing a sense of community is a factor influencing students' success in distance learning. Assessments of the effectiveness of e-learning have been well documented in the literature. However, there is a dearth of research that assessed nursing students’ sense of community. This study aimed to assess students’ sense of community during e-learning, while determining its impact on their level of satisfaction. Methods: This cross-sectional descriptive study used convenience sampling to collect data via a student satisfaction survey and a classroom community scale. Nursing students were recruited from 13 public and private nursing programs in Saudi Arabia. Results: There was a positive and significant correlation between a sense of community and satisfaction with teaching (r = .269, p < .001), satisfaction with assessment (r = .258, p < .001), satisfaction with generic skills and learning experiences (r = .238, p < .001), and total satisfaction with e-learning (r = .07, p < .001). Students who perceived themselves as working collaboratively with their classmates and being more engaged in their learning were more satisfied with e-learning (p<.01). There were no significant variations in the participants’ satisfaction by age (β = −.06, p > .05) and sex (β = −.283, p > .05). However, school level was significantly correlated with satisfaction with e-learning. Specifically, students in lower levels of their nursing school had higher satisfaction rates with e-learning (95% CI [.08, 1.33], [F (3, 99) = 6.96, p < .001, β = −.335, R2 = .174]).Conclusions: Failing to meet student expectations can lead to low levels of student involvement. Thus, students’ engagement and satisfaction are good indicators of the quality and effectiveness of online programs. This study calls for further action through seminars and training sessions to introduce innovative teaching techniques and alternative assessment plans for learners in advanced levels. This study helps educational institutions devise strategies to enhance the level of interaction and cooperation among nursing students.

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“…Students live in a culture of interaction and their communicative paradigm is based on interactivity [4,8,9]. Education, as well as organizations, must innovate and make continuous improvements tailored to the needs of a changing syllabus, with continuous training in the virtual learning environment [6,[10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Hybrid Learning Model Integrated Into Critical Care Practice in Nursing Students A Mixed Study.

Gil-Mateu¹,

Reverté-Villarroya²,

Casanovas-Garrigós³

et al. 2021

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Background: Active learning methodologies have been widely adopted into undergraduate healthcare, and a strategic framework that guides learning to the students, being blended-learning which combines the best of face-to-face and virtual learning. Therefore, this study aimed to identify the key elements from a virtual forum in achieving competencies in clinical practice in critical care, and to evaluate the b-learning process of undergraduates nursing through a virtual forum on Moodle Platform.Methods: Mixed research conducted. A qualitative descriptive phenomenological methodology informed by virtual forum and quantitative descriptive method from self-reported questionnaire. An intentional sample of nursing students of clinical practice in critical care units from fourth-year undergraduate in Rovira Virgili University (Spain) was employed. Data source included virtual forum (sixteen weeks) and final seminar classroom included face-to-face. Sociodemographic and forum variables were evaluated questionnaire ad hoc (fifty questions): learning, tutoring, satisfaction, and self-evaluation about virtual forum with Likert scores 1:(strongly disagree) to 4:(strongly agree).Results: It was observed 51 nursing students, 70.6% of students were women (n.36) with an average of age of 21.18 years (standard deviation 2,186). In the qualitative analysis of the forums, six main categories were extracted: The humanization of care (n=93), Communication (n=69), Learning (n =92), Professional knowledge (n=55), Clinical Safety (n=66), Complexity (n=101). The analysis of the questionnaire shows: The evaluation learning, tutoring, self-evaluation about virtual forum, and satisfaction. The items that have presented significant differences (p<0.05) are six items and by (p<0.01) one item.Conclusion: The dynamized forum allows accompanying the students while their clinical practice in critically ill patients in their learning process to develop critical thinking. It’s also a useful tool for achieving results, in scenarios that have become the result of social confinements, which will lead to a paradigm change in universal education.

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Virtual Education During COVID-19

Cited by 44 publications

References 12 publications

The mediating role of E‐learning motivation on the relationship between technology access and satisfaction with E‐learning

The mediating role of E‐learning motivation on the relationship between technology access and satisfaction with E‐learning

The Influence of Sense of Community on Nursing Students: A Cross-Sectional Study on their Satisfaction in a Distance Learning Environment

Hybrid Learning Model Integrated Into Critical Care Practice in Nursing Students A Mixed Study.

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