Unplanned Shifting to Online Distance Learning: Nursing Students' Perception and Achievement : Unplanned Shifting the Traditional Classroom-Based to Online Distance Learning as a Result of (COVID-19) Social Distancing Measures: Nursing Students' Perception and Achievement

Online Distance Learning (ODL) is an educational delivery system that helps students to join in an educational opportunity without physically existing in the same setting as the teacher. Online learning is known as the education that takes place over the Internet, often referred to as e-Learning, web-based training (WBT), distance learning, or asynchronous learning. When learners participate in an online learning course at different times, it is known as asynchronous learning. Online learning involves the umbrella term for any learning that takes place across distance and not in a traditional classroom.The reason for much of the growth in distance education programs in recent years is the development of the Internet and the improvement of technologies that support online learning environments. Despite the rapid growth in (OLD) use, there is a need to continuous assessment of its effectiveness. Numerous studies comparing traditional classroom-based instruction with technology-supported instruction have found no significant differences in critical educational variables such as learning outcomes and student satisfaction.Students prefer certain methods of learning more than others. These traits, referred to as learning styles, form a student's unique learning preference, and aid teachers in the planning of small-group and individualized instruction. If optimal student learning is dependent on learning styles, and these styles vary between distance and equivalent on-campus students, then faculty should be aware of these differences and alter their preparation and instructional methods accordingly. Knowledge of student learning preferences can aid faculty in-class preparation, designing class delivery methods, choosing appropriate technologies, and developing sensitivity to differing student learning preferences within the distance education environment. Many communication skills required of the (ODL) instructor are similar to those needed for effective classroom teaching. On the other hand, the online instructor's role does require a paradigm shift regarding instructional time and space, virtual management techniques, and the ability to engage students through virtual communication.The coronavirus pandemic has changed how millions around the globe are educated. WHO recommends implementing social distancing practices that may include; staggering the beginning and end of the school day and use of online/e-learning strategies . New shifts in education approaches could widen equality gaps. As of March 13, the Organization for Economic Co-operation estimated that over 421 million students are affected due to school closures announced or implemented in 39 countries. Besides, another 22 countries have announced partial "localized" closures. These risk-control decisions have led millions of students into temporary 'home-schooling' situations, these changes have certainly caused a degree of inconvenience, but they have also prompted new examples of educational innovation. To help slow the virus' spread, Academic 2.7 Million students in Egypt started to learning at home, in February 2020, via interactive apps, and other faculties got further simpler asynchronous online learning tools (such as reading material via Google Classroom, ZOOM, sending lessons and assignments via the official website, WhatsApp or email) augmented with synchronous face-to-face video instruction, to help preempt school closures.Most faculties in affected areas are finding stop-gap solutions to continue teaching, but the quality of learning is heavily dependent on the level and quality of digital access. Moreover, the less affluent, digitally understanding, and low socioeconomic are factors affecting the student's achievement. For anyone who has taught face-to-face classes, making the transition to fully online may feel completely overwhelming. Course writers and instructors alike might find themselves asking questions such as, "How will I translate my classroom materials-activities or laboratory experiences-in a way that will benefit the online student? How will I generate discussion and engagement between students? Assessment of students' perception toward provided learning methods was growing in recent years because the best way of confirming quality in academic education is obtaining feedback from undergraduates . Many studies examined students' perception as a solo dimensional scale, such as self efficacy, behavioral response, or effective response. While, in the current study the researcher prefers to utilize a comprehensive, widely used, valid, reliable, and multi-dimensional tool additionally avoid too-much items to prevent respondents fatigue.Although the implementation of Online Distance Learning will be established as a result of (COVID-19) social distancing measures suddenly without any plan of action, one question remains a need for the answer; how prepared students are for successful Online Distance Learning? Whatever the answer may be, the new method of e-learning will be administrated for the student. The researcher believes that addressing the preparedness and rate the important competencies required by students for effective Distance Learning performance of the student is the first and important step. Although a number of the online learning readiness scales have been developed to assess the readiness of students to be online learners, very few of these scales provide an assessment concerning the knowledge, skills, and attitudes students might require as online learners. In many of the preparedness scales, there is the tendency to describe what students have to be (e.g., self-directed, self-aware) rather than what students need to do . In 2000, McVay developed a Readiness for Online Learning questionnaire that used attitudes and behaviors as predictors of online student learning readiness.Therefore, the current study aimed to assess Nursing students' perception and achievement regarding unplanned shifting the Traditional Classroom-Based to Online Distance Learning as a result of (COVID-19) social distancing measures:Theoretical framework Teachers must examine students' traditional perspectives and adopt a comprehensive perspective framework of learning environments that is appropriate for online teaching. Specific aspects of adult learning theory guided the development of the pedagogical model that was used to develop the online learning environment. Johnson, 1997 suggests a combination philosophy of learning theories rather than be confined to one preferred perspective such as; behavioral, Cognitive, and social learning theories. Quality online learning environments should be made up of elements of behavioral learning theory e.g. using positive reinforcement and repetition. Cognitive learning theory (for example, addressing Multiple senses, presenting new information in motivating ways, limiting the amount of information presented, and connecting new information to prior knowledge), and social learning theory (for example, encouraging group interaction, peer assessment, and personal feedback). These three theories were synthesized into integrated seven general principles that appear to be crucial for online learning environments. The current study adopting that the powerful online learning environments need to contain a combination of these principles: (1) address individual difference, (2) motivate the student, (3) avoid information overload, (4) create A real-life context, (5) encourage social interaction, (6) provide hands-on activities, and (7) encourage student reflection. These principles for online instruction will be attempted to apply all as a framework while facing the challenge of dramatical, situational, and unplanned application.Research Hypothesis H1: Learning perception is lower for nursing students who learned by unplanned Online Distance Learning (μ1) than for those who learned by Traditional Classroom-Based learning (μ2), (H1: μ1 < μ2).H1: Scholar achievement is grater for nursing students who learned by Traditional Classroom-Based learning (μ1) than for those who learned by unplanned Online Distance Learning (μ2), (H1: μ1 > μ2).Subjects and MethodsResearch Design:A quasi-experimental research design will be utilized in the current study. The study group will be learned (prospectively) the selected courses by Online Distance method with following certain principles for effective online learning environments as a result of (COVID-19) social distancing measures in comparison to the control group of nursing students who (retrospectively) learned the same courses by the Traditional Classroom-Based learning. Both study and control groups will be assessed for students' perception and scholar achievement as a dependent effect. However, subjects of the current study will not randomly be assigned to either the experimental or the comparison group.Participant:A purposive sample of adult male and female bachelor's students of nursing who studying....

Medienart:	Klinische Studie

Erscheinungsjahr:	2023
Erschienen:	2023

Enthalten in:	ClinicalTrials.gov - (2023) vom: 24. März Zur Gesamtaufnahme - year:2023

Sprache:	Englisch

Links:	Volltext [kostenfrei]

Themen:	610 Coronavirus Infections Recruitment Status: Completed Study Type: Interventional

Anmerkungen:	Source: Link to the current ClinicalTrials.gov record., First posted: May 4, 2020, Last downloaded: ClinicalTrials.gov processed this data on March 29, 2023, Last updated: March 29, 2023

Study ID:	NCT04372693 FON170133
Veröffentlichungen zur Studie:

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PPN (Katalog-ID):	CTG003379760