Abstract
Introduction: The implementation of blended learning in nursing education is needed to provide quality and efficient learning. There is a need for an investigation of students’ experience in following blended learning especially in the subject of basic science in nursing 2 including anatomy, physiology, biochemistry, pathophysiology and pharmacology in nursing topics. This study aims to provide an ideal picture for students of the Faculty of Medicine in Indonesia. Methods: This study occupied quantitative descriptive research method with simple random sampling technique. The respondents were 93-second years students of the Faculty of Nursing, UniversitasPadjadjaran. The Learning Experience Questionnaire (LEQ) instrument was used to measure students’ experience. The data were analysed using percentage analysis. Results: More than a half of total respondents had good experience in participating in mixed learning of IDK course. Conclusions: Students’good experience may be influenced by the availability of student access to the internet, and the instructional design of the blended learning. The main obstacle in implementing the course were a large learning credit burden and extensive coverage of the learning material. Technology skills training and habituation of blended learning needs to be given by the faculty before students take part in blended learning.
Highlights
The implementation of blended learning in nursing education is needed to provide quality and efficient learning
Blended learning places online learning as a unified whole in its integration with face-to-face learning in a curriculum or lesson plan
More than a half of the respondents have good experience in participating the blended learning mode in Basics Science of Nursing 2 course. This may be influenced by the availability of students’ access to the internet. Another factor that might be influential is the design of blended learning in this basic course
Summary
The implementation of blended learning in nursing education is needed to provide quality and efficient learning. Blended learning is one of the online learning methods that has the ability to promote and assist faculty adaptation, both lecturers and students, to transform from conventional to online learning (Bonk & Graham, 2012; Garrison & Vaughan, 2008). Blended learning is a combination of traditional didactic learning and the use of digital technology that helps students learn more productively. Blended learning provides a space for lecturers and students to take advantage of digital technology that they master in maximizing teaching and learning. They still have the opportunity to carry out traditional teaching and learning activities (Bonk & Graham, 2012). Blended learning places online learning as a unified whole in its integration with face-to-face learning in a curriculum or lesson plan
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