Blended learning: Assessing nursing students' perspectives
Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. This study aimed to assess university nursing students' perceptions of a blended learning approach d...
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| Published in: | Curationis (Pretoria) Vol. 47; no. 1; pp. e1 - 8 |
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| Format: | Journal Article |
| Language: | English |
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South Africa
African Online Scientific Information Systems (Pty) Ltd t/a AOSIS
05-07-2024
AOSIS (Pty) Ltd AOSIS Democratic Nursing Organisation of South Africa (DENOSA) |
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| Abstract | Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation.
This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic.
The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p 0.05.
Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52).
Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension.Contribution: The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources. |
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| AbstractList | BACKGROUND: Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. OBJECTIVES: This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic. METHOD: The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p < 0.05. RESULTS: Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52. CONCLUSION: Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension. CONTRIBUTION: The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources. Background Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. Objectives This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic. Method The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p < 0.05. Results Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52). Conclusion Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension. Contribution The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources. Background: Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. Objectives: This study aimed to assess university nursing students’ perceptions of a blended learning approach during the COVID-19 pandemic. Method: The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann–Whitney U tests with a significance level of p 0.05. Results: Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52). Conclusion: Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension. Contribution: The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students’ needs when developing module resources. Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic. The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p < 0.05. Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52). Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension. Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic. The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p 0.05. Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52). Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension.Contribution: The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources. Abstract only Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation.BACKGROUND Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic.OBJECTIVES This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic. The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p 0.05.METHOD The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p 0.05. Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52).RESULTS Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52). Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension.Contribution: The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources.CONCLUSION Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension.Contribution: The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources. |
| Audience | Academic |
| Author | Steenkamp, Ilze Chipps, Jennifer |
| AuthorAffiliation | University of the Western Cape |
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| Author_xml | – sequence: 1 givenname: Ilze surname: Steenkamp fullname: Steenkamp, Ilze email: 2807807@myuwc.ac.za organization: Department of Nursing, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town. 2807807@myuwc.ac.za – sequence: 2 givenname: Jennifer surname: Chipps fullname: Chipps, Jennifer |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/39099290$$D View this record in MEDLINE/PubMed |
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| Cites_doi | 10.1177/00472395211047865 10.1016/j.compedu.2009.12.012 10.3390/educsci13050469 10.1016/j.ejrad.2009.07.028 10.1177/23779608221144933 10.3390/educsci13060574 10.17509/ijal.v7i1.6859 10.1016/j.nepr.2020.102775 10.1186/1471-227X-13-25 10.1177/0969733011398097 10.18538/lthe.v15.n2.283 10.1152/advan.00021.2018 10.7196/AJHPE.2021.v13i4.1424 10.2196/18604 10.3389/fpsyg.2021.696845 10.1186/s41239-021-00316-4 10.1007/s40692-023-00263-1 10.1016/j.nedt.2008.05.007 10.4103/jehp.jehp_771_20 10.3389/feduc.2021.638470 10.33736/ils.1613.2018 10.4324/9781315042527-2 10.9743/jeo.2018.15.3.3 10.4324/9781351258722 10.1080/00450618.2013.767375 10.1016/j.jtumed.2013.01.002 10.1016/j.compedu.2019.103701 10.4103/2141-9248.165248 10.1186/s12912-021-00542-1 10.2147/AMEP.S335578 10.5430/jnep.v7n3p83 10.1109/ACCESS.2021.3085844 10.1186/s12909-017-1057-2 10.1016/j.heliyon.2022.e09818 10.1007/s11528-021-00593-w |
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volume: 65 start-page: 433 year: 2021 end-page: 443 article-title: 'Student perspectives on learning experiences in a higher education active blended learning context' publication-title: TechTrends contributor: fullname: Armellini, A.; Teixeira Antunes, V.; Howe, R. – volume: 11 start-page: 445 year: 2023 end-page: 470 article-title: 'Student engagement and teaching presence in blended learning and emergency remote teaching' publication-title: Journal of Computers in Education contributor: fullname: Su, F.; Zou, D.; Wang, L.; Kohnke, L. |
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| Snippet | Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19)... Abstract only Background Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019... Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic,... Background:Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019... BACKGROUND: Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019... Background: Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019... |
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| Title | Blended learning: Assessing nursing students' perspectives |
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