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Abstract Electronic learning (E-learning) is an innovative learning tool that provides an opportunity for technology-driven distance teaching. E-learning not only enhances learning quality, but it has also become the only medium of learning during the COVID-19 pandemic, when people have been forced to stay at home. Due to the pandemic, most countries have initiated online. E-learning is a teaching and learning approach based on the use of electronic media and devices as tools to improve access for communication, interaction, and training, and it enables the implementation of innovative ways of understanding and developing learning. It works in educational environments, training program initiatives, or for skill development purposes. Also, E-learning allowing students to work at their chosen time, location and pace, which is advantageous for healthcare students who often study around 12- hour shifts, shift rotations, mandatory overtime and family life (Wang et al., 2019). Satisfaction refers to perceptions of the learning experience and the perceived value of studying and learning in an academic course or program, it also “the degree to which a person feels positive association with his or her own educational experience”. In regard to satisfaction with the E-learning experiences. Satisfaction with e- learning experience defined as a combination of beliefs and attitudes that are the product of combining all the benefits a learner experiences in the blended learning environment (Martin & Bolliger, 2018). This study was conducted to assess nursing students and teaching staff’s perception of electronic learning and its relation to their satisfaction through answering the following questions: What is the level of nursing student’s perception toward electronic learning? What is the level of teaching staff’s perception toward electronic learning? What is the level of satisfaction toward electronic learning among Summary - 98 - nursing students and teaching staff? Is there a relation between nursing students and teaching staff perception of E-learning and their satisfaction? This study was conducted at faculty of nursing Menoufia University at Shebin El-Kom. A descriptive correlational design will be used in the current study. A proportional allocation sample of 30% from the first, second, third, and fourth nursing students enrolled in the above-mentioned setting in the academic year 2020-2021 will included in the study and a convenience sample will be used to choose teaching staff who is working in the above mentioned study setting. The data of this study collected by using three instruments: Instrument I: Nursing student’s electronic perception questionnaire that used to assess nursing students perception toward E-learning, that consisted of two parts: Part one: The personal characteristics of the nursing students. Part two: Electronic perception questionnaire it contained 38 items. Instrument II: Teaching staff electronic perception questionnaire that used to assess teaching staff perception toward E- learning, that consisted of two parts: Part one: Personal characteristics of the teaching staff, Part two Electronic perception questionnaire it consisted of (27) items. Instrument III: Electronic satisfaction scale, it consisted of two parts: Part one: Nursing student’s electronic satisfaction scale, it consisted of 30 items. Part two: Teaching staff electronic satisfaction scale which consisted of 18items. Instruments reliability: These instruments were tested for reliability to estimate the consistency of measurement. Reliability performed using (Chronbach alpha test). The internal reliability of Electronic perception questionnaire regarding nursing students was (0.94), Electronic perception questionnaire regarding teaching staff was (0.86), and Summary - 99 - Electronic satisfaction scale was calculated ex post facto α = (.88) resulting in a high degree of internal consistency. The results of the current study can be summarized as follows: The highest percentage of the studied students were from the first year (32 %) and had more than (20) years old and most of them were female (66.7%). The highest percentage of the studied teaching staff (53%) was between (30- <40) years old. Regarding years of experience most of them had (15) or less than (20) was (32%) and regarding position the majority of them were lecturer (46%). The highest mean score with the first ranking was for learner-content-inter action dimension in E-learning (17.244.038) with a mean percentage of (71.8%) and the lowest mean score with the last ranking was for learner- instructor-inter action in E-learning (14.913.871) with a mean percentage of (71.0 %). More than half (51.1%) of nursing students had a low percentage level toward E-learning, while (30.6%) of nursing students had a moderate percentage level toward E-learning and less than one fifth (18.3%) of nursing students had a high percentage level toward E-learning. The highest mean score with the first ranking was general perception toward E-learning (20.76±2.567) with a mean score percentage of (76.9%) and the lowest mean score with the last ranking was barriers of E-learning (36.51±6.144) with a mean score percentage of (67.6%). The majority of teaching staff had a low perception level about E-learning with (72.0%) while, one fifth (26%) had a moderate perception level toward Summary - 100 - E-learning. Additionally, about (2.0%) had a high perception level toward E-learning. More than half (56.1%) of nursing students had a low satisfaction level about E-learning, in addition about one fifth (22.8%) of nursing students had a moderate satisfaction level about E-learning. While about one fifth (21.1%) of nursing students had a high satisfaction level about E-learning. More than half (53%) of teaching staff had a low satisfaction level about E- learning, in addition one third (31%) of teaching staff had a moderate satisfaction level toward E-learning .While less than one fifth (16%) of teaching staff had a high satisfaction level about E-learning . There was a highly statistically significant positive correlation between nursing students and teaching staff perception of E-learning and their satisfaction. There was statistical significant relation between nursing student’s personal characteristics, perception level toward E-learning and their satisfaction level. There was a relation but not a statistical significant between personal characteristics of studied teaching staff and their perception toward E-learning. According to the study findings, it recommended: For Faculty administration: Improve the infrastructure and its technical supplies in order to create the right conditions for teachers in teaching, preparing professional technical staff and support user. Develop different and well planned E-learning programmes to faculty staff and nursing students to improve their competences about E-learning system. Summary - 101 - Provide budget plan for establishing an integrated information technology infrastructure and E- learning should be prioritized, along with other necessary requirements Develop strategically planning for facilitating the adoption and effective use of E-learning and the implementation of quality and sustainable E-learning. Provide enough computers to suit the number of students and improve the Internet Support the application of E- learning courses that be guided by the institution to improve learning opportunities for students and enhance learning outcomes and skills. For teaching staff: Teaching staff have to attend workshops on E-learning that focus on developing a positive attitude among teachers towards E-learning, information and communication technology. All teaching staff have to adopt E-learning strategies in their teaching courses. All undergraduate-nursing programs should include health informatics as part of the core curriculum and information technology should be integrated throughout the entire program. For nursing students: Awareness of E-learning should be raised among nursing students especially during COVID-19 pandemic through training programs and workshops. Equipping nursing students with the needed knowledge and skills as well as building appropriate platforms and facilitative environments are the building stones for future educational systems. For Research level: Further researches are required to: Summary - 102 - Repeat the study on large sample size and in numerous educational institutions to facilitate generalization of results. Study the E-learning problems and strategies of improvements from the Faculty students perspectives. Study the effect of E-learning on nursing practice skills among nursing students. Evaluate the online distance learning outcomes on learner achievement. |