Strategies for success in online learning

The paradigm shift towards online learning during Covid-19 pandemic: an assessment of the attitudes on the learning practices among University of Zambia pharmacy students

BACKGROUND

The nexus between higher education and digital technology has been extensively studied in the past and recently during the COVID-19 pandemic. This study aims to ascertain pharmacy students' attitudes towards using online learning during COVID-19.

METHODS

This cross-sectional study assessed the University of Zambia's (UNZA) pharmacy students' adaptive characteristics, such as attitude, perception, and barriers to online learning during the COVID-19 pandemic. Data from a survey of N = 240 were collected using a self-administered, validated questionnaire along with a standard tool. Findings were statistically analysed using STATA version 15.1.

RESULTS

Of the 240 respondents, 150 (62%) had a negative attitude towards online learning. Further, 141 (58.3%) of the respondents find online learning less effective than traditional face-to-face learning. Regardless, 142 (58.6%) of the respondents expressed a desire to modify and adapt online learning. The mean scores for the six domains of attitude (perceived usefulness, intention to adapt, ease of use of online learning, technical assistance, learning stressors, and distant use of online learning) were 2.9, 2.8, 2.5, 2.9, 2.9, and 3.5, respectively. After multivariate logistic regression analysis, no factors in this study were significantly associated with attitude towards online learning. The high cost of the internet, unreliable internet connectivity and lack of institutional support were perceived barriers to effective online learning.

CONCLUSION

Although most of the students in this study had a negative attitude toward online learning, they are willing to adopt it. Online learning could supplement traditional face-to-face learning in pharmacy programs if it can be made more user-friendly, have fewer technological barriers, and be complemented by programs that help improve practical learning abilities.

Pilot testing of a computer-based self-instructional module on organ donation for improvement in knowledge and acceptability of nurses working in the intensive care unit of a tertiary care institute

Objectives:

Nurses are an integral team member in intensive care units (ICU) and can play important role in facilitating the organ donation process. Hence, the sensitisation of these nurses is important. The aim of the study was to assess the effectiveness of a computer based self-instruction module (CBSIM) in terms of improving the knowledge and acceptability of nurses in relation to organ donation.

Materials and Methods:

In this prospective study, 56 nurses working in an ICU were enrolled using the total enumeration technique. After filling up of the demographic profile, nurses attempted online pre-test, containing 20 randomly selected multiple-choice questions (MCQs) from a validated and pre-tested question bank containing 150 MCQs. The intervention consisted of self-paced CBSIM containing nine modules on different aspects of organ donation. The intervention was completed in 25 ± 5 days, followed by an online post-intervention test. Acceptability of the CBSIM by nurses about organ donation was assessed as a secondary outcome on a 5-point Likert scale.

Results:

A significant gain in knowledge scores was observed after the CBSIM (4.9 ± 1.14 vs. 7.35 ± 1.34, P < 0.001) with high acceptability of CBSIM by most of the nurses (59.2%).

Conclusion:

CBSIM was effective in improving the knowledge of nurses related to organ donation and highly acceptable to most of the nurses working in ICU. Hence, CBSIM can be used as a method of learning for nurses.

Pharmacy Students Perceptions of Their Distance Online Learning Experience During the COVID-19 Pandemic: A Cross-Sectional Survey Study

INTRODUCTION

The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. Many universities and schools have moved into the delivery of their courses and educational programs utilizing fully electronic online modes. This study aims to evaluate the pharmacy student distance online learning experience during the COVID-19 pandemic.

METHODS

A cross-sectional survey was utilized where a 3-domain survey questionnaire focused on preparedness, attitude and barriers was distributed to students at the time of conclusion of the semester. Each domain consists of multiple questions that made up a score that reflects their preparedness, attitude as well as barriers relevant to distance online learning experience. The survey was voluntarily, and all data were collected and recorded via google forms with maintaining anonymity.

RESULTS

The response rate was about 75% (n = 309). The results' analysis revealed no gender differences in any of these domains. However, there were some variable responses among different educational levels. The average preparedness score was 32.8 ± 7.2 (Max 45), the average attitude score was 66.8 ± 16.6 (Max 105), and the average barrier score was 43.6 ± 12.0 (Max 75). There was statistical significance difference in both preparedness score and attitude scores between different professional years (P-value <.05). However, there was no difference in barrier scores among all professional years. The results indicated that about 61.4% of the students agreed on that college of pharmacy was well-prepared and ready for the online education during the emerging COVID-19 pandemic with complete transition into online education. The results also indicated that 49.2% of the students showed positive attitude toward the provided online learning. The results indicated that about 34% of the students identify some barriers toward the provided online learning. Finally, there were strong association between the need for training on how to receive online courses and preparedness and barriers scores.

DISCUSSION AND CONCLUSION

E-learning experience pose challenges and presents opportunities during emergency situations. The need for training for students and faculty was highly associated with the preparedness and barriers domains rather than the infrastructure or computer literacy, so the school can improve their experience by addressing these needs.

Attitudes towards e-learning amongst dental students at the universities in Croatia

AIM

To develop and test the psychometric characteristics of a questionnaire that measures attitudes towards e-learning, as well as to study attitudes about e-learning and to identify variables related to those attitudes amongst dental students.

SUBJECT AND METHODS

The study was conducted from November 2010 to December 2011 at all three Croatian dental schools. A questionnaire entitled 'Attitude Towards e-Learning' consisting of 12 questions about socio-demographic data and 22 statements about attitude towards e-learning was self-administered by 386 students. Factorial analysis and Cronbach's alpha were used to test the psychometric characteristics of the questionnaire. Multiple regression analysis was used to identify variables related to attitudes towards e-learning.

RESULTS

Factorial analysis confirmed two factors: positive attitude and negative attitude, which interpret 58% of the total variance and had good internal consistency of α = 0.852 and 0.668, respectively. The average score of positive attitude was 42 ± 6, indicating a highly positive attitude towards e-learning. The average score of negative attitude was 27 ± 6, indicating minor negative attitude. Higher age and study year, usage of the Internet in education, more frequent usage of Facebook and more attendance of e-courses demonstrated a significant influence on positive attitude towards e-learning (R(2)  = 0.304; P < 0.001). Lower year of study and less frequent attendance of e-courses had a significant influence on negative attitude (R(2)  = 0.268; P < 0.001).

CONCLUSIONS

Dental students have generally positive attitudes towards e-learning. Teachers should adopt strategies to change negative attitudes by introducing more e-learning courses in lower study years and should encourage students to use the Internet in their education and communication with teachers and colleagues.

What can faculty members and programs do to improve students' learning?

Purpose. To understand what faculty members can do to improve students' learning, we explored (1) program and course characteristics important to students, (2) choices within courses students feel are important, and (3) students' perceptions of learning online. Background. Web delivery alters interactions among students and faculty, thereby changing the learning environment. Methods. Master of Nursing students currently enrolled in one graduate program were invited to participate in a web-based survey. Findings. The students valued (1) frequent feedback and interaction with the instructor, (2) organized, structured, and current content, (3) flexibility in deadlines and participation, (4) seamless navigation and technical support, and (5) choices in assignments. Students perceived their learning in online courses as less than if they had taken the course on campus. Conclusions. Professors can address some of the items identified by students as important, such as being flexible with due dates and expectations for participation in online discussion.

Benefits, barriers, and intentions/desires of nurses related to distance learning in rural island communities

BACKGROUND

This study assessed distance learning needs among nurses on the Neighbor Islands in Hawaii.

METHODS

An exploratory study was conducted using a descriptive qualitative design. Of the 37 nurses who completed the study, 7 were nurse administrators and 30 were staff nurses. There were 18 focus groups of nurses recruited from six public hospitals on the Neighbor Islands.

RESULTS

Three major themes related to distance learning emerged in this study: benefits, barriers, and intentions/desires. Each major theme had several linkages to categories and subcategories.

CONCLUSION

Overall findings were as follows: (1) cost was mentioned more often in three major thematic areas (benefit, barriers, and intentions/desires); (2) the need to revisit and address current curriculum approaches and practices in distance learning programs was identified; and (3) strong recommendations were made for programs and organizational support for distance learning in hospital settings. These findings have implications for nursing research, education, and practice.