Nurse students’ satisfaction towards blended learning program

I Gusti Ngurah Ketut Sukadarma; I Wayan Suastra; I Gusti Ngurah Pujawan; Putu Kerti Nitiasih; I Gede Yoga Permana

doi:10.15562/bmj.v11i2.3391

Nurse students’ satisfaction towards blended learning program

I Gusti Ngurah Ketut Sukadarma ,

I Wayan Suastra ,

I Gusti Ngurah Pujawan ,

Putu Kerti Nitiasih ,

I Gede Yoga Permana ,

pdf |
DOI: https://doi.org/10.15562/bmj.v11i2.3391 |
Published: 2022-08-17

Abstract

Purpose: The implementation of online learning during Covid-19 presents challenges especially for nursing education. Nurse students during online learning did not receive enough opportunities to learn clinical skill. Blended learning becomes an alternative in nursing education during Covid-19 pandemic because it offers both face-to-face and online learning.

Participants and methods: The participants of the current study were nurse students in nursing education university in Bali. 105 nurse students were invited to join blended learning program. After blended learning program, they were asked to fill an online questionnaire. 10 students were also invited to join interview.

Results: The results confirmed that students are satisfied with the interaction (M=3.77, SD=.783), instruction (M=4.04, SD=.794), instructor (M=3.88, SD=.685), and course management (M=4.06, SD=.657) of blended learning implementation. However, in terms of technology the students are neither satisfied nor dissatisfied (M=3.41, SD=.800) with blended learning program.

Conclusion: This study concluded that blended learning could be used as an alternative teaching and learning approach for nursing education especially in Covid-19 pandemic era.

References

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Fawaz M, Samaha A. E-learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID-19 quarantine. Nurs Forum. 2021;56(1):52–7.
Sundarasen S, Chinna K, Kamaludin K, Nurunnabi M, Baloch GM, Khoshaim HB, et al. Psychological impact of covid-19 and lockdown among university students in malaysia: Implications and policy recommendations. Int J Environ Res Public Health. 2020;17(17):1–13.
Mahyoob M. Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English J. 2020;11(4):351–62.
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Naaj MA, Nachouki M, Ankit A. Evaluating student satisfaction with blended learning in a gender-segregated environment. J Inf Technol Educ. 2012;11(1):185–200.
Pallant J. SPSS Survival Manual: A Step by Step Guide to Data Analysis Using IBM SPSS. New York: Open University Press; 2016.
She L, Ma L, Jan A, Sharif Nia H, Rahmatpour P. Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model. Front Psychol. 2021;12(October).
Baber H. Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. J Educ e-Learning Res. 2020;7(3):285–92.
Bali S, Liu MC. Students’ perceptions toward online learning and face-to-face learning courses. J Phys Conf Ser. 2018;1108(012094).
Gherheș V, Stoian CE, Fărcașiu MA, Stanici M. E-learning vs. Face-to-face learning: Analyzing students’ preferences and behaviors. Sustainability. 2021;13(8).
Dios MTC, Charlo JCP. Face-to-face vs. E-learning models in the covid-19 era: Survey research in a Spanish university. Educ Sci. 2021;11(6).
Oducado RMF, Estoque H. Online Learning in Nursing Education During the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance. J Nurs Pract. 2021;4(2):143–53.
Singh B, Singh R. Nursing Education during COVID-19 Pandemic: Way Forward for Teaching Hospitals in Nepal. Eur J Med Sci. 2020;2(2):1–4.
Albrahim FA. Online Teaching Skills and Competencies. TOJET Turkish Online J Educ Technol. 2020;19(1):9–20.
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Amro F, Borup J. Exploring Blended Teacher Roles and Obstacles to Success When Using Personalized Learning Software. J Online Learn Res. 2019;5(3):229–50.
Chou AY, Chou DC. Course Management Systems and Blended Learning: An Innovative Learning Approach. Decis Sci J Innov Educ. 2011;9(3):463–84.
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Gurajala S. Maximizing the utility of online assessment tools in the pandemic era- A narrative review. J Educ Technol Heal Sci. 2021;7(3):80–5.
Elshami W, Taha MH, Abuzaid M, Saravanan C, Al Kawas S, Abdalla ME. Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Med Educ Online [Internet]. 2021;26(1). Available from: https://doi.org/10.1080/10872981.2021.1920090
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Zalat MM, Hamed MS, Bolbol SA. The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PLoS One [Internet]. 2021;16(3 March):1–12. Available from: http://dx.doi.org/10.1371/journal.pone.0248758

[1] Onyema EM. Impact of Coronavirus Pandemic on Education. J Educ Pract. 2020;(May).

[2] Nenko Y. Teachers’ Readiness for Distance Education: From Theory to Practice. In: Ljupka Naumovska (Ed.), editor. The Impact Of COVID19 On The International Education System. 2020. p. 150–61.

[3] Coman C, Țîru LG, Meseșan-Schmitz L, Stanciu C, Bularca MC. Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability. 2020;12(24):1–22.

[4] Alvarez A V. The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian J Distance Educ. 2020;15(1):144–53.

[5] Fawaz M, Samaha A. E-learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID-19 quarantine. Nurs Forum. 2021;56(1):52–7.

[6] Sundarasen S, Chinna K, Kamaludin K, Nurunnabi M, Baloch GM, Khoshaim HB, et al. Psychological impact of covid-19 and lockdown among university students in malaysia: Implications and policy recommendations. Int J Environ Res Public Health. 2020;17(17):1–13.

[7] Mahyoob M. Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English J. 2020;11(4):351–62.

[8] Palvia S, Aeron P, Gupta P, Mahapatra D, Parida R, Rosner R, et al. Online Education: Worldwide Status, Challenges, Trends, and Implications. J Glob Inf Technol Manag [Internet]. 2018;21(4):233–41. Available from: https://doi.org/10.1080/1097198X.2018.1542262

[9] Naaj MA, Nachouki M, Ankit A. Evaluating student satisfaction with blended learning in a gender-segregated environment. J Inf Technol Educ. 2012;11(1):185–200.

[10] Pallant J. SPSS Survival Manual: A Step by Step Guide to Data Analysis Using IBM SPSS. New York: Open University Press; 2016.

[11] She L, Ma L, Jan A, Sharif Nia H, Rahmatpour P. Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model. Front Psychol. 2021;12(October).

[12] Baber H. Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. J Educ e-Learning Res. 2020;7(3):285–92.

[13] Bali S, Liu MC. Students’ perceptions toward online learning and face-to-face learning courses. J Phys Conf Ser. 2018;1108(012094).

[14] Gherheș V, Stoian CE, Fărcașiu MA, Stanici M. E-learning vs. Face-to-face learning: Analyzing students’ preferences and behaviors. Sustainability. 2021;13(8).

[15] Dios MTC, Charlo JCP. Face-to-face vs. E-learning models in the covid-19 era: Survey research in a Spanish university. Educ Sci. 2021;11(6).

[16] Oducado RMF, Estoque H. Online Learning in Nursing Education During the COVID-19 Pandemic: Stress, Satisfaction, and Academic Performance. J Nurs Pract. 2021;4(2):143–53.

[17] Singh B, Singh R. Nursing Education during COVID-19 Pandemic: Way Forward for Teaching Hospitals in Nepal. Eur J Med Sci. 2020;2(2):1–4.

[18] Albrahim FA. Online Teaching Skills and Competencies. TOJET Turkish Online J Educ Technol. 2020;19(1):9–20.

[19] Scherer R, Howard SK, Tondeur J, Siddiq F. Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? Comput Human Behav [Internet]. 2021;118(October 2020):106675. Available from: https://doi.org/10.1016/j.chb.2020.106675

[20] Palloff RM, Pratt K. Lessons from the Virtual Classroom. 2nd ed. Oxford: Jossey-Bass; 2018.

[21] Paliwal M, Singh A. Teacher readiness for online teaching-learning during COVID −19 outbreak: a study of Indian institutions of higher education. Interact Technol Smart Educ. 2021;18(3):403–21.

[22] Tan KH, Chan PP, Mohd Said NE. Higher education students’ online instruction perceptions: A quality virtual learning environment. Sustain. 2021;13(19).

[23] Amro F, Borup J. Exploring Blended Teacher Roles and Obstacles to Success When Using Personalized Learning Software. J Online Learn Res. 2019;5(3):229–50.

[24] Chou AY, Chou DC. Course Management Systems and Blended Learning: An Innovative Learning Approach. Decis Sci J Innov Educ. 2011;9(3):463–84.

[25] Alturki U, Aldraiweesh A. Application of learning management system (Lms) during the covid-19 pandemic: A sustainable acceptance model of the expansion technology approach. Sustain. 2021;13(19).

[26] Gurajala S. Maximizing the utility of online assessment tools in the pandemic era- A narrative review. J Educ Technol Heal Sci. 2021;7(3):80–5.

[27] Elshami W, Taha MH, Abuzaid M, Saravanan C, Al Kawas S, Abdalla ME. Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Med Educ Online [Internet]. 2021;26(1). Available from: https://doi.org/10.1080/10872981.2021.1920090

[28] Watson J, Gemin B. Management and Operations of Online Programs. Promosing practices in online learning. 2009.

[29] Zalat MM, Hamed MS, Bolbol SA. The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PLoS One [Internet]. 2021;16(3 March):1–12. Available from: http://dx.doi.org/10.1371/journal.pone.0248758

Nurse students’ satisfaction towards blended learning program

Abstract

References

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