CORRELATES OF LEARNING SATISFACTION AND LEARNING ENGAGEMENT IN ONLINE DISTANCE EDUCATION
DOI:
https://doi.org/10.33407/itlt.v90i4.4920Keywords:
online distance learning, nursing education, COVID-19, learning satisfaction, students’ learning engagementAbstract
Student nurses’ perceived learning satisfaction and learning engagement are related to experiences and expectations of the courses’ implementation and students’ commitment. Due to the sudden shift to online distance learning caused by the COVID-19 pandemic, it is challenging for Higher Education Institutions (HEIs) to deliver quality instruction and achieved satisfaction of learning and engagement. This study was designed to appraise the correlation between apparent learning satisfaction and student nurses' learning engagement and to determine the aspects that were related to learning satisfaction and engagement in the implementation of Related Learning Experiences (RLE) of the nursing courses. This addresses many gaps in the literature regarding online distance learning during the COVID-19 pandemic and provides HEIs that can lead to increased student satisfaction and engagement with online distance learning (ODL). This study was a descriptive-correlational research design. A total of 133 students completed the two sets of online questionnaires: the Satisfaction of online learning (SOL) and the online student engagement scale (OSE). Pearson’s correlations were utilized to look at the association between perceived learning satisfaction and learning engagement. A logistic regression model was employed to sightsee the associations of age, gender, year level, internet connectivity experience, and apparent learning satisfaction with higher learning engagement. The findings in the correlation among the OSE scores and mean perceived learning satisfaction was 0.36 (moderate degree of significance). Fifty-one students (38%) were classified as highly engaged (cut-off of ³ 3.5 for the OSE mean score). The mean perceived learning satisfaction score was insignificant between highly engaged and not highly engaged students. The logistic regression model presented that a better internet connectivity experience and apparent learning satisfaction were associated with an increase in the probability of higher learning commitment. The outcomes imply that perceived learning satisfaction and internet connectivity forecast learning commitment among student nurses in virtual learning.
Downloads
References
Commission on Higher Education, "Guidelines on the Implementation of Flexible Learning”, CHED Memorandum Order No. 04 series of 2020, 2020. [Online]. Available at: https://ched.gov.ph/wp-content/uploads/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-of-Flexible-Learning.pdf
W. Ali, "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic", Higher Education Studies, vol. 10, no. 3, pp. 16-25, 2020. [Online]. Available at: https://files.eric.ed.gov/fulltext/EJ1259642.pdf
P. A. Ertmer and A. T. Ottenbreit-Leftwich, "Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect”, Journal of Research on Technology in Education, pp. 255-284, 2010. doi: https://doi.org/10.1080/15391523.2010.10782551.
J. Rust, "Pedagogy Meets Digital Media: A Tangle of Teachers, Strategies, and Tactics”, Contemporary Issues in Technology & Teacher Education, vol. 17, no. 2, pp. 168-193, 2017. [Online]. Available at: https://citejournal.org/volume-17/issue-2-17/english-language-arts/pedagogy-meets-digital-media-a-tangle-of-teachers-strategies-and-tactics/
S. Chan, C. Lin, P. Chau, N. Takemura and J. Fung, "Evaluating online learning engagement of nursing students", Nurse Education Today, 2021. doi: https://doi.org/10.1016/j.nedt.2021.104985.
Y. B. Rajabalee and M. I. Santally, "Learner satisfaction, engagement and performances in an online module: Implications for institutional", Education and Information Technologies, pp. 2623-2656, 2021. doi: https://doi.org/10.1007/s10639-020-10375-1.
M. D. Dixson, "Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)", Online Learning, 2015. [Online]. Available at: https://files.eric.ed.gov/fulltext/EJ1079585.pdf
L. Puljak, M. Čivljak, A. Haramina, S. Mališa, D. Čavić, D. Klinec, D. Aranza, J. Mesarić, N. Skitarelić, S. Zoranić, D. Majstorović, M. Neuberg, Š. Mikšić and K. Ivanišević, "Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: A Survey", BMC Medical Education, 10 November 2020. doi: https://doi.org/10.1186/s12909-020-02343-7.
B. Terzi, F. Azizoğlu and F. Özhan, "Factors affecting attitudes of nursing students towards distance education during the COVID‐19 pandemic: A web‐based cross‐sectional survey", Perspective in Psychiatric Care, pp. 1-9, 2020. [Online]. Available at: https://onlinelibrary.wiley.com/doi/10.1111/ppc.12747
M. Fawaz and A. Samaha, "E‐learning: Depression, anxiety, and stress symptomatology among Lebanese doi: university students during COVID‐19 quarantine", Nursing Forum, pp. 52-57, 2020. doi: https://doi.org/10.1111/nuf.12521.
G. Leigh, T. Templet and C. Watson, "Feelings on remote education in the era of coronavirus pandemic, a pilot study", Teaching and Learning in Nursing, pp. 1-6, 2021. doi: https://doi.org/10.1016/j.teln.2021.07.001.
K. I. Kang, N. Lee and J. Joung, "Nursing students' experience of online peer tutoring based on the grow model: A qualitative study", Nursing Education Today, 2021. doi:https://doi.org/10.1016/j.nedt.2021.105131.
H. K. Singh, A. Joshi, R. N. Malepati, S. Najeeb, P. Balakrishna, N. K. Pannerselvam, Y. K. Singh and P. Ganne, "A survey of E-learning methods in nursing and medical education during COVID-19 pandemic in India", Nurse Education Today, 2021. doi:https://doi.org/10.1016/j.nedt.2021.104796.
M. D. Aldridge and E. McQuagge, "“Finding My Own Way”: The lived experience of undergraduate nursing students learning psychomotor skills during COVID-19", Teaching and Learning in Nursing, pp. 1-5, 2021. doi:https://doi.org/10.1016/j.teln.2021.07.002.
E. Lengetti, M. A. Cantrell, N. DellaCroce, L. Diewald, J. L. Mensinger and R. Shenkman, "Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic", Teaching and Learning in Nursing, pp. 1-5, 2021. doi:https://doi.org/10.1016/j.teln.2021.07.004.
W. Elshami, M. H. Taha, M. Abuzaid, C. Saravanan, S. A. Kawas and M. E. Abdalla, "Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges", Medical Education Online, vol. 26, 2021. doi:https://doi.org/10.1080/10872981.2021.1920090.
S.H. Kim and S. Park, "Influence of Learning Flow and Distance E- Learning Satisfaction on Learning Outcomes and the Moderated Mediation Effect of Social-Evaluative Anxiety in Nursing College Student During the COVID-19 Pandemic: A Corss-Sectional Study", Nursing Education in Practice, 2021. doi:https://doi.org/10.1016/j.nepr.2021.103197.
D. Ulenaers, J. Grosemans, W. Schrooten and J. Bergs, "Clinical placement experience of nursing students during the COVID-19 pandemic: A cross-sectional study", Nurse Education Today, 2021. doi:https://doi.org/10.1016/j.nedt.2021.104746.
E. Garcia and E. Weiss, "COVID-19 and student performance, equity, and U.S. education policy", Economic Policy Institute, 10 September 2020. [Online]. Available at: https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for-education-performance-and-equity-in-the-united-states-what-can-we-learn-from-pre-pandemic-research-to-inform-relief-recovery-and-rebuilding/
C. M. Collaco, "Increasing Student Engagment in Higher Education", Journal of Higher Education Theory and Practice, vol. 17, no. 4, pp. 40-47, 2017. [Online]. Available at: http://www.na-businesspress.com/JHETP/CollacoCM_Web17_4_.pdf
L. Bektashi, "Community of Inquiry Framework in Online Learning: Use of Technology", in Technology and the Curriculum: Summer 2018 , Power Learning Solutions, 2018. [Online]. Available at: https://techandcurriculum.pressbooks.com/chapter/coi-and-online-learning/
D. R. Garrison, T. Anderson and W. Archer, "Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education", The Internet and Higher Education, vol. 2, no. 2-3, pp. 87-105, 2000. doi:https://doi.org/10.1016/S1096-7516(00)00016-6.
B. R. Schlenker, P. A. Schlenker and K. A. Schlenker, "Antecedents of academic engagment and the implications for college grades", Learning and Individual Differences, vol. 27, pp. 75-81, 2013. doi:https://doi.org/10.1016/j.lindif.2013.06.014.
A. Bandura, D. Ross and S. Ross, "Imitation of film-mediated aggressive models", Journal of Abnormal and Social Psychology, pp. 3-11, 1963. [Online]. Available at: http://library.nhsggc.org.uk/media/222814/Paper%201%206th%20November%20Bandura%20Film-1.pdf
M. Ally, "Foundations of educational theory for online learning. In T. Anderson & F. Elloumi", Theory and practice of online learning (2nd ed.), 2004. [Online]. Available at: https://ustpaul.ca/upload-files/DistanceEducation/FOUNDATIONS_OF_EDUCATIONAL.pdf
D. Ashcraft, T. Treadwell and V. Kumar, "Collaborative online learning: A constructivist example", MERLOT Journal of Online Teaching, pp. 109-116, 2008. [Online]. Available at: https://jolt.merlot.org/vol4no1/treadwell0308.pdf
S. Hrastinski, "A theory of online learning as online participation", Computers & Education, pp. 78-82, 2009. doi:https://doi.org/10.1016/j.compedu.2008.06.009.
E. Stacey, "Learning links online: Establishing constructivist and collaborative learning environments. In S. McNamara & E. Stacey (Eds.)", in ASET 2002 Conference, Melbourne, 2002. [Online]. Available at: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.477.4916&rep=rep1&type=pdf
Y. Woo and T. Reeves, "Meaningful interaction in web-based learning: A social constructivist interpretation", Issues in Higher Education, vol. 10, pp. 15-25, 2007. doi:https://doi.org/10.1016/j.iheduc.2006.10.005.
A. Davis, "Measuring Student Satisfaction in Online Mathematics Courses Research", Kentucky Journal of Excellence in College Teaching and Learning, vol. 14, 2016. [Online]. Available at: https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1009&context=edc_etds
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Франція Аллан М. Кавіт, Дейв Е. Марсіаль
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
- The copyright commencement date complies the publication date of the issue, where the article is included in.
Content Licensing
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
Deposit Policy
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
- Archiving the pre-print (pre-refereeing manuscript version) not allowed.
"Information Technologies and Learning Tools" is licensed under