EDUCATIONAL ARTICLE Understanding Doctoral Nursing Students' Experiences of Blended Learning: A Qualitative Study (original) (raw)
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Understanding Doctoral Nursing Students' Experiences of Blended Learning: A Qualitative Study
Acta medica Iranica, 2016
The concept of blended learning in the field of nursing and medicine has been accepted. Blended learning has been extensively used thanks to the development of communication technologies and the availability of Internet services. Meanwhile, experiences-based research, by all accounts, can help the expansion of such a learning modality. Therefore, this study was designed to explain nursing doctoral students' experiences of blended learning. To attain this goal, a descriptive phenomenology method was used to illustrate experiences as they are experienced by the participants in the study. With regard to the nature of the investigated phenomena and the existing methods for the inductive analysis, Colaizzi's method of data analysis was used. The findings of the study led to the discovery of three main themes: "failure", "synergy" and "specific interaction". Each of the themes has been further divided into some sub-themes.
Texila International Journal of Nursing, 2019
Introduction: Blended learning (BL) is positive development in education. This method provokes the learner's critical thinking and enables them to integrate their knowledge in real life. In the developed countries in 1990s and so on researchers had evaluated qualitative characteristics of blended learning effectiveness in education whereas in Pakistan this concept and in nursing this methodology is in its infancy stage hence based on the gap in the literature this study has explored the perception of the undergraduate nursing students enrolled in blended learning teaching strategy semesters. Methodology: To answer the research objective phenomenological study design was deployed. 12 in depth interviews were conducted of the undergraduate students who have learned in both blended learning and traditional lecture-based semesters in Lahore School of Nursing, The University of Lahore. Sampling strategy was purposive. Results: Analysis of 12 students' interview was conducted with the major themes of Awareness, Learning Strategies, Learning Activities, Evaluation, and Interpersonal Skills. Participants shared a lot of experiences regarding the effectiveness of blended teaching environment comparatively to lecture based teaching semester. Blended learning fosters the nursing students learning and is beneficial to students' learning in a tertiary environment. Conclusion: This study adds to the unrevealed area of nursing education related to quality teaching strategy for undergraduate nursing students in order to enable them fully for provision of quality care to the individuals in hospitals and community environment. Thereafter, institutions, policy makers and regulatory bodies should incorporate this strategy in the nursing curriculum in Pakistan.
Students' experiences of blended learning across a range of postgraduate programmes
Nurse Education Today, 2012
The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education.
Norwegian Nurses' Experiences with Blended Learning: An Evaluation Study
An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students' own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathered through a focus group interview and inductive content analysis was used to identify themes emerging from the data. A number of both personal and academic facilitators, and challenges impacted on these adult learners. Technical and academic problems combined with a lack of time created a steep learning curve for these adult students. Valuable feedback, IT support at home and an increased competence eventually gave them a foundation for lifelong learning. Blended learning is an important way...
International Journal of Advance Research and Innovative Ideas in Education, 2021
Blended learning cut the barriers brought by the distance between teachers and students through online and traditional teaching and learning methods. Thus, it is subjected to many challenges such as forced consideration of digital technology characteristics, which demands skills and knowledge and the improvement of the reading comprehension ability of each student. This study is intended to identify the lived experiences of the students towards blended learning amidst pandemic, specifically: (1) to describe the experiences in blended learning, (2) to describe the challenges experience on blended learning, and (3) to describe their coping mechanisms. Thus, the study utilized Interpretative Phenomenology Analysis (IPA) with ten (10) respondents from the community. Based on the study, the findings are the following: (1) Blended learning implications are mostly negative. (2) The respondents are most challenged in adopting a lesson and lacking resources. Due to the sudden changes, they resorted to adjustments, but conflicts such as not having enough sources necessary for blended learning requirements still emerged. Finally, (3) most of the respondents need to seek social support to cope with blended learning.
A pilot programme of the "Methodology of research" course based on blended-learning was started for Bachelor and Master degree Nursing students at the Faculty of Health Science, Warsaw Medical University in the academic year 2011/2012. Students took part in traditional lectures/seminars run by an academic teacher and obligatorily participated in an on-line original course which covered teaching content of "Methodology of research" course divided into several thematic modules. The aim of the study was to analyse the opinions of Nursing students at the Faculty of Health Science, Warsaw Medical University about the application of on-line teaching (blended-learning) in the process of improvement of teaching quality of the "Methodology of research" course. As many as 194 Nursing students (185 women and 8 men) of the Faculty of Health Science, Warsaw Medical University took part in the study. 109 full-time Bachelor degree students and 85 Master degree student...
Era's Journal of Medical Research
Blended learning, a pedagogical approach is nowadays widely accepted as a combination of both “face-to-face” and online learning components. Concerns have grown throughout time regarding an instructional methodology and a teaching and learning strategy. Several studies and reviews all over the world highlighted that Blended Learning is the most effective method of transferring knowledge to the students and implementation of this approach in professional fields like medical, nursing, and paramedical courses will not only improve the teachinglearning environment but also motivate the students in the self-directed learning approach. The term is specifically given to the educational practice of using a combination of traditional classroom teaching and digital learning. National and internationally this method are being used in an educational institution to motivate the students in effective learning. Computers and technology have their own impact on Integrated learning and the teaching-...
The Internet and Higher Education, 2007
The paper reviews representative research into blended learning in universities, taking into account the methodology used, the focus of the research and the relationship between the two. In terms of methodology, most research turns out to be classifiable as case-studies, survey-based studies or comparative studies. A small number of studies take a more holistic approach and one of the outcomes from this review is a recommendation for more holistic studies to be undertaken. In the studies reviewed, the focus of the research is often related to the degree of methodological complexity. That is, less methodologically elaborate studies tend to have a more specific focus, while the studies employing a more complex methodology tend to report more varied aspects of the students’ learning experience. We argue that educationally useful research on blended learning needs to focus on the relationships between different modes of learning (e,g, face-to-face, online) and especially on the nature of their integration. In particular, such research needs to generate usable evidence about the quality of the students’ learning experiences and learning outcomes. In turn, this demands appropriately powerful methodologies, rooted in a firm theoretical foundation
Learning-Teaching Aspects of Blended Learning among Nursing Students at Faculty of Nursing
2023
Background. Learning-teaching process is the core of education at any field. It has many aspects that interfering with it such as students' effort in learning, motivation to learn, and learning engagement. As learning nature changes from face to face learning to be a blended learning that is growing to be a consistent educational strategy in many educational institutions worldwide, it is expected that learning-teaching aspects could be changed as well. Aim. It was to assess the relationship between learning-teaching aspects and blended learning satisfaction among students at faculty of nursing. Subjects & Methods. Predictive correlational design was conducted on (285) nursing students using 4 tools. They were Students' Effort Scale, Science Motivation Questionnaire, Engagement Scale and Blended Learning Satisfaction Questionnaire. Results. Learning engagement had statistically significant positive correlation with student' effort and motivation to learn (P value<0.001). Whereas, blended learning satisfaction had only significant positive correlation with motivation to learn (P value=0.007). Blended learning satisfaction was increased by 0.576 with each one unit increase in students' motivation to learn. Learning engagement was increased by 1.571 and 0.488 with each one unit increase in students' effort and motivation to learn respectively. Conclusion. Blended learning satisfaction is varied and affected positively by overall learning-teaching aspects variations. Learning engagement is varied and affected positively by student' effort and motivation to learn variations. Recommendations. Energizing blended learning satisfaction and hence revitalizing learning-teaching process itself require sustaining motivation especially the role of educators in external motivation which is reflected on students' effort and learning engagement improvement too. This could be through training program on students' internal & external motivation, and regular triggering of it by nursing educators.
American Journal of Educational Research, 2014
Blended learning refers to a method of instruction that utilizes two or more complementary approaches to teach the same material. By combining classroom lectures, activities, discussions, and/or web-based modules. Aim: Examine the effect of blended learning on newly nursing student's outcomes regarding new trends in nursing subject at Ain Shams University. Hypothesis: The Students who will be exposed to blended learning (Study group) will have improved Outcomes compared to the Students in the control group who will be exposed to lecture regarding new trends in nursing subject. Design: A quasi experimental study design was utilized to accomplish the aim of this study. Setting: Faculty of Nursing Ain Shams University Cairo Egypt. Sample: Two purposive samples of all available first year students' from the previously mentioned study setting in 2012/2013 and 2013/2014 academic years as control group and study group respectively. Students were included in this study were from both gender, and willing to participate in the study. Tools for data collection: A self-administered structured questionnaire to assess demographic characteristics and learning needs, student's satisfaction questionnaire sheet, student's academic achievement sheet. Results: There was improvement regarding satisfactory level of achievement and decrease in the percent of poor and very poor of blended learning group with no statistical difference between two groups. There was improvement in student's satisfaction of blended learning group regarding the course and teaching method with highly statistical significant difference between two groups. Conclusions: blended learning improved newly nursing student's Outcomes both academic achievement and student's satisfaction than lecture regarding new trends in nursing subject at Ain Shams University. Recommendations: blended learning can be used to facilitate nursing education, more researches done to determine durability rate of the information of this methods.