Learning Satisfaction Research Articles

Evaluation Model for Online Nursing Education (EM-ONE): Update to the Billings' Framework.

Distance education has progressed and transformed significantly since Billings first created a framework to assess practices and outcomes in web-based courses 20 years ago. This article presents the Evaluation Model for Online Nursing Education (EM-ONE), designed to reflect current best practices and provide recommendations for online nursing education. Four databases were searched to source evidence for online educational practices that resulted in positive learner and programmatic outcomes. Essential components of modern distance education include: (1) curriculum and instruction tailored to the online community of learners; (2) preparation and support for both learners and faculty; and (3) effective user experiences in the online learning environment. Effective distance education practices ultimately prepare graduates who are competent for nursing practice. Retention and satisfaction of online learners are other key considerations for positive outcomes in distance-based programs. [J Nurs Educ. 2024;63(2):93-101.].

Supervisory Alliance in Medical Training: Associations with Educational Engagement and Satisfaction.

While medical education requires frequent interactions with attending physicians and supervisors, little research has explored the role of supervisory alliance in the learning process. In other learning environments, supervisory alliance, or the bond between a supervisor and trainee, is considered a key ingredient of effective supervision. Medical educators or attending physicians who aim to enhance learning and engagement in medical education may benefit from understanding specific factors that increase or decrease engagement and how those might intersect within a context that requires learning through supervision. This cross-sectional study examined associations between supervisory alliance and (a) program satisfaction, (b) educational engagement, (c) and career purpose. Participants were medical trainees from the rural Northeast (n = 108, response rate = 81%) who completed an electronic and anonymous survey. Multiple linear regression was used to examine whether total supervisory alliance independently predicted behavioral and emotional engagement in learning while controlling for hours slept, hours worked, and burnout. Supervisory alliance predicted trainees' career purpose, program satisfaction, and emotional engagement in learning. Findings from this study lay groundwork for consideration of the role of supervisory alliance in medical learning processes. Future research might explore whether targeted mentorship programs or faculty enhancement training that focuses on the supervisory relationship might positively impact learning outcomes.

플립러닝을 적용한 보건교육학 수업의 효과

Objectives The purpose of this study is to provide basic data for nursing education by identifying the effects of health education classes applied with flipped learning on learning motivation, learning-related self-direction, self-efficacy, critical thinking disposition, problem-solving ability, and learning satisfaction of nursing students. Methods The study design is a one group pre-post design, and 151 sophomore nursing students who took health education courses at one university were selected from September 1st to December 6th, 2022. Data collection was conducted during the course of the class. For data analysis, descriptive statistics, paired t-test, Pearson's correlation, and stepwise regression were performed using the SPSS Statistics 22.0 program. Results As a result, learning motivation (t=-3.40, p<.001), learning-related self-direction (t=-2.84, p<.005), self-efficacy (t=-2.98, p<.003) and learning satisfaction ( t=-3.08, p<.002) was significantly higher than the level before flipped learning, and problem-solving ability (t=-1.23, p=.218) and critical thinking disposition (t=-0.86, p=.390) had no significant difference. In addition, the factor influencing learning satisfaction was learning motiva-tion, and their explanatory power was 40.0% (F=100.95, p<.001). Conclusions Through this study, it was confirmed that the health education class applying the flipped learning method is an effective teaching-learning method. A specific strategy for applying teaching and learning methods is required to increase learning satisfaction and strengthen learning competency for nursing students.

Development and validation of a blended learning perception scale for higher vocational students

Blended learning, a pedagogical approach that seamlessly integrates online and offline teaching methods, has evolved into a pivotal component of higher education. In order to assess students’ perspectives on their experiences with blended learning in higher vocational schools, we developed a comprehensive tool known as the Blended Learning Perception Scale (BLPS). The scale’s reliability and validity have been rigorously substantiated through data obtained from 600 students enrolled in a vocational school in China. The creation of this scale primarily entailed the application of quantitative methodologies, including both exploratory and confirmatory factor analyses. The final scale encompasses 24 items, categorizing student perceptions into five distinct factors: content coherence, interaction effectiveness, platform functionality, learning motivation, and learning satisfaction. Collectively, these factors elucidate 68.346% of the total variance. Moreover, the Cronbach’s coefficients (α) for these factors range from 0.791 to 0.842, denoting a high degree of internal consistency and thereby establishing the scale’s reliability. Item-based analysis further substantiates the scale’s reliability and discriminability, while confirmatory factor analysis unequivocally confirms its structural validity. Each factor’s average variance extracted (AVE) ranges from 0.589 to 0.671, with a cumulative value of 2.766. Additionally, the Root Mean Square Error of Approximation (RSMEA) recorded at 0.053 underscores the scale’s satisfactory level of structural validity. In essence, this study presents a valid and dependable instrument for gauging students’ perceptions of blended learning, thoughtfully tailored to the specific attributes of higher vocational education and its students. Furthermore, it offers insights into areas that necessitate further enhancement within blended learning programs.

Factors contributing to online learning satisfaction during Covid-19 pandemic in higher education in Indonesia

To prevent the transmission of COVID-19, the learning process that used to be face-to-face meetings has turned into online learning. In the online learning context, students’ satisfaction is one of the crucial aspects. However, limited research has looked at the factors contributing to students’ satisfaction in developing countries, including Indonesia. This study investigated the determinants of online learning satisfaction among undergraduate students in Indonesia during the pandemic COVID-19. A total of 267 students aged 17-28 years old (M=20.07, SD=1.40) were participated in this study through accidental sampling technique. This study applied a quantitative approach with six instruments: online learning satisfaction, online learning readiness, academic stress, learner-content interaction, learner-learner interaction, and learner-instructor interaction. Multiple regression analysis showed that only online learning readiness and learner-content interaction were contributed significantly to online learning satisfaction (R2 = .36, F (2,262) = 36.80, p .001). Furthermore, learner-content interaction had a more considerable contribution (b=1.41, p.001) to online learning satisfaction than online learning readiness (b=.15, p=.03). The theoretical and practical implications of this study are discussed.

The Influence of UNIMED Management Lecturers' Skills in Teaching and Discipline on UNIMED Management Students' Satisfaction

In an era where education is increasingly developing rapidly, a number of programs from the government have changed the learning system in daily lectures, where the role of lecturers is often required to be the spearhead in attracting students' interest in learning. Lecturers are given the freedom to choose the best learning methods, strategies and techniques according to their needs. courses, students, teachers, and circumstances. teaching ability to produce innovative and effective learning. In this case, a teacher must be able to innovate in teaching activities so that students can feel satisfaction during the learning process. This research aims to fill this knowledge gap by studying the Influence of Teaching Ability and Lecturer Discipline on Student Learning Satisfaction (Case Study in the Department of Management, Medan State University). This research uses quantitative methods. The data collection technique used in this research is a questionnaire. The population in the study were students majoring in Management at Medan State University.

Factors influencing students’ learning satisfaction and students’ learning outcomes in blended learning

In China, there is a thriving trend of utilizing a unique form of blended learning that combines MOOCs (massive open online courses) and SPOC (Small Private Online Course). However, the evaluation methods used for these blended learning courses have not been adequately developed. The objective and accurate evaluation of blended learning poses a challenge. Therefore, it is imperative to conduct a preliminary study to examine the relationships between various factors, such as the quality of the teaching environment, the quality of teachers' offline teaching, the quality of teachers' online teaching, and their impacts on students' learning satisfaction and learning outcomes in a blended learning setting. This study aims to analyze the factors in blended learning by employing structural equation modeling and interviews with 275 students. The findings of this research contribute to the advancement of student learning evaluation in blended learning by incorporating the evaluation of the teaching environment, the quality of teachers' online teaching, the quality of teachers' offline teaching, student satisfaction, and students' learning outcomes. Furthermore, this study offers a comprehensive analysis of the influence of the teaching environment on the aforementioned factors in blended learning, thereby providing a rationale and robust empirical evidence for the Chinese government's sustained investment in information technology infrastructure in higher education.

Promoting young learners’ computational thinking with AI-based robots and the ICAP model in blended learning contexts

ABSTRACT Fostering young learners’ computational thinking in AI-based robots is a crucial issue in educational settings. However, there was the complexity of technology in supporting learning activities and the gender gap issue, so an appropriate strategy is needed to guide students to achieve the learning goals. In this study, an AI (Artificial Intelligence)-based robot with the ICAP model was proposed to investigate students’ learning motivation, learning satisfaction, computational thinking, and gender issues while creating AI-based robots in a blended learning environment. To evaluate the effectiveness of the proposed approach, this study employed the quasi-experiment. The experimental group students learned with the AI-based robot learning approach with the ICAP model, while the control group students learned with the conventional AI-based robot learning approach. The results showed that the proposed learning approach significantly improved students’ intrinsic and extrinsic motivation, learning satisfaction, and computational thinking. However, there was no significant interaction between group and gender across all variables. It showed that the ICAP model successfully promoted female students to improve their intrinsic and extrinsic motivation, learning satisfaction, and computational thinking in AI-based robots. So, there was no significant difference in gender in the experimental group which employed AI-based robots with the ICAP model.

How Teacher Support Affects Migrant Children’s Learning Satisfaction

How Teacher Support Affects Migrant Children’s Learning Satisfaction

The Suitability of Translanguaging Pedagogy on Business English Listening Teaching in Chinese Private School

The aim of this paper is to explore translanguaging practices in Business English teaching in Cangzhou Jiaotong College in Hebei Province, China, taking listening as a pilot study and utilizing the IPO conceptual paradigm and quantitative research method to analyze and interpret the statistical results. The findings showed that EFL learners were relatively satisfied with the listening instruction using translanguaging pedagogy method. There was good perception about learning attention, learning interest, learning behavior, and learning satisfaction. A design for teaching listening comprehension was proposed by the researcher. For future study universities should provide orientation program in translanguaging pedagogy for both teachers and students to ensure effective classroom teaching and overcome traditional education culture barriers. Likewise, teachers should conduct further use of translanguaging pedagogy in Chinese higher education institutions to explore new features, teaching modes, and assessment modes using translanguaging pedagogy.

Development and evaluation of extracorporeal membrane oxygenation nursing education program for nursing students using virtual reality

BackgroundThis study aims to improve nursing students’ ability to care for critically ill patients through education in extracorporeal membrane oxygenation (ECMO) nursing.MethodsThis study developed a virtual reality (VR) simulation program for the five-step ECMO nursing of the Analysis, Design, Development, Implement, and Evaluation (ADDIE) model and used an equivalent control group pre-test and post-test no-synchronized design to verify the effect. The participants of this study were fourth-year nursing students enrolled in nursing departments at three universities in Seoul, Gangwon, and Gyeonggi in South Korea; it included 66 participants, 33 in each of the experimental and control groups. The program consisted of pre-training, orientation, VR simulation, and debriefing.ResultsThe interaction effect of the intervention and control groups with time points using the ECMO nursing VR simulation program was rejected due to no statistically significant difference in knowledge (F = 1.41, p = .251), confidence (F = 1.97, p = .144), and clinical reasoning capacity (F = 2.85, p = .061). However, learning immersion (t = 3.97, p < .001) and learning satisfaction (t = 4.25, p < .001) were statistically significantly higher in the experimental group than in the control group.ConclusionVR simulation program for ECMO nursing developed in this study is a potential educational method that positively affects the learning immersion and learning satisfaction of nursing students.

Satisfaction with Online Chinese Learning among International Students in China: A Study Based on the fsQCA Method

The outbreak of the COVID-19 pandemic compelled Chinese international education to swiftly move online. Conducted in late 2021, this survey study collected self-reported data on online learning environments, student engagement, Chinese as a foreign language (CFL) learning achievement, and student satisfaction among 440 international students in Chinese higher education institutions. Based on the configuration perspective, fuzzy set qualitative comparative analysis (fsQCA) was used to explore the multiple concurrent paths of the online learning environment (the accessibility of online learning resources, student interaction, teacher support, course organization), student engagement, and learning achievement affecting international students’ online CFL learning satisfaction. The results indicate that satisfactory teacher support combined with student engagement was an important path leading to international students’ satisfaction with online CFL learning. Meanwhile, the inadequate accessibility of online learning resources combined with the absence of learning achievement was likely to trigger international students’ dissatisfaction with online CFL learning.

Satisfaction with asynchronous e-learning: An exploratory factor analysis of the Learner Satisfaction with Asynchronous e-Learning (LSAeL) instrument

AimTo describe the development and psychometric testing of the Learner Satisfaction with Asynchronous e-Learning (LSAeL) instrument. BackgroundExisting satisfaction with e-learning instruments may not accurately evaluate learner satisfaction with constructs associated with asynchronous e-learning. DesignMethodological study. MethodsContent, face and construct validity of the instrument were evaluated using a two-stage process. A five-member expert panel evaluated the instrument’s content and face validity. A content validity index and a modified kappa co-efficient was used to calculate the content validity of individual test items and the global instrument and to adjust for chance agreement between raters. These data were then reviewed and individual items were removed, retained or refined accordingly. Using an empirically informed wholly asynchronous e-learning program 237 nursing students from a regional university in New South Wales, Australia completed the 35 item LSAeL instrument. An exploratory factor analysis (EFA) was then conducted to explore the dimensionality of the instrument. ResultsExploratory factor analysis identified a seven-factor solution with 30 items, explaining an 86.1% of the total variance, was the best fit for the data. ConclusionThe study demonstrates that the construct validity of the LSAeL instrument is acceptable. Instrument development is an iterative process and further testing with other cohorts and in other settings is required.

Let's Get LOUD: An Engaging Talk Series to Build Exceptional Nurses.

Professional development specialists have been met with the challenge of engaging and retaining new graduate nurses in a postpandemic learning environment. Utilizing the idea of brain-based learning, one educator restructured their facility's nurse residency program and created the "Let's Get LOUD" talk series to increase learner satisfaction, engagement, and first-year retention among novice nurses.

Evaluation of the combination of virtual simulation and in-person simulation among undergraduate nursing students: A mixed methods study

AimThis study aimed to evaluate the combination of virtual simulation and in-person simulation among undergraduate nursing students. BackgroundAt present, in-person simulation is the main form of simulation in China. With the development of computer technology, computer-based virtual simulation is gradually applied in simulation and has shown unique advantages. However, simulation format that combines virtual simulation with in-person simulation is rare in China. DesignThis was a mixed methods study, which applied a QUAN→qual sequential explanatory approach. MethodsIn the quantitative phase, a non-randomized controlled trial (NRCT) was employed among 93 junior nursing students from nursing school of a university in China. Students from parallel classes 1, 2 and 3 (45 students) were selected as experimental group, while students from parallel classes 4, 5 and 6 (48 students) were selected as control group. The control group completed the in-person simulation, while the experimental group was required to complete both virtual simulation and in-person simulation. The students’ performance in in-person simulation was evaluated by the teachers according to a demonstrating checklist. After simulation, Students were invited to answer the Students’ Satisfaction and Self-confidence in Learning Scale (SSS), Educational Practices in Simulation Scale (EPSS) and Clinical Learning Environment Comparison Survey (CLECS). A descriptive qualitative study was conducted in qualitative phase. Ten students were recruited by a purposive sampling method from the experimental group and were interviewed by the researcher. A semi-structured interview method was used to conduct in-depth interviews with them. ResultsThe mean score of the students’ performance in the experimental group was higher than that in the control group (63.00 vs 57.67). There were no significant differences in learning satisfaction, self-confidence and simulated practice score (except cooperation dimension) between the two groups (P>0.05). For experimental group, the total CLECS score in in-person simulation was higher than that in virtual simulation, which was 84.98±12.50 and 72.58±13.04 respectively and the difference was statistically significant (t=5.270, p<0.001). Ten students were interviewed in the qualitative phase. Through the interview, we have learned that students believed that virtual simulation combined with in-person simulation is helpful to enhance their knowledge, improve their learning confidence and help them develop non-technical skills (i.e., decision-making and critical thinking). ConclusionIn-person simulation is the preferred form of simulation and virtual simulation is a beneficial supplement to in-person simulation. The combination of the two is suggested to be introduced into the simulation curriculum for undergraduate nursing students.

Impact of Attitude, Emotion, Interaction, and Perception on Learner Satisfaction in Online Learning with Mediating Effect of Motivation During COVID-19

Switching from traditional to online learning during the COVID-19 pandemic bore the associated opportunities and challenges. The study presents the clout of Perception, Emotion, Attitude, Teacher-Student, and Peer interaction on Learner Satisfaction (LS) partially mediated by motivation among business management students of Russia, India, and Bangladesh. The psychological framework used in the study, followed by Structural Equation Modelling, displayed a significant association between all exogenous and endogenous variables. The responses from the 1008 students during the pandemic corroborate two critical learning theories, i.e. Social Constructivism and Media Richness Theory, by confirming a significant and positive relationship between attitude and motivation. The learners’ perception of the content and administration is pivotal for LS. Whereas peer learning was an important aspect in Russia and India, assisted learning was preferred by the students of Bangladesh.

Expectations and concerns about transitioning to face-to-face learning among Korean nursing students: A mixed methods study.

Owing to the coronavirus disease pandemic, nursing education materials were developed for online use. However, as nursing involves working with human beings, the experience of face-to-face learning is important. This study investigated the learning satisfaction and anxiety experienced by nursing students based on their learning methods, expectations, and concerns about transitioning entirely to face-to-face learning. Using a mixed-methods design, 120 and 14 third- and fourth-year nursing students in Korea completed an online survey and individual interviews, respectively. Data were collected from July to August 2022 to assess nursing students' learning satisfaction, anxiety, expectations, and concerns based on their learning method. Learning satisfaction was 3.96±0.68 out of 5; the students who experienced "online lectures only" had significantly higher overall satisfaction (F = 3.22, p = .002), nursing lectures satisfaction (F = 2.01, p = .046), and nursing practicum satisfaction (F = 2.19, p = .031). Anxiety was measured using the Generalized Anxiety Disorder-7 tool and was evaluated at the "minimal level," with an average score of 3.46 ± 4.80 out of 21. From the qualitative results obtained through interviews, we derived three categories and nine subcategories. These categories include: the burden of unfamiliar learning situations that are difficult to predict, considerations about face-to-face learning needed to improve learning satisfaction, and the turning point that offsets the sense of deprivation during college life. The qualitative results provided evidence for determining specific goals for face-to-face learning that reflected the opinions of nursing students. To successfully transition to face-to-face learning, it is essential to consider a combination of student efforts, professors' attention, and university-level support to develop a learning approach that combines the strengths of both online and face-to-face learning. Maximizing the benefits of online learning, such as integrating face-to-face and online learning through repetitive reviews of recorded videos of face-to-face sessions at their own time, can effectively reduce students' burdens and anxiety and increase their learning satisfaction.

Satisfaction and Self-Confidence of Nursing Students in Learning using 3D Simulators

Background: Face-to-face simulation requires a lot of resources, such as space, time, and cost. These obstacles encourage educators to look for learning technologies that can provide realistic learning opportunities and be accessed flexibly, one of which is by using virtual simulations such as 3D simulators. The effectiveness of 3D simulator as learning media can be assessed through student satisfaction and self-confidence.Aim: This study aims to identify nursing students' satisfaction and self-confidence in learning using 3D simulators.Method: The research design used was descriptive quantitative. The sampling technique used was purposive sampling with a sample of 67 nursing students. The instrument used was the Student Satisfaction and Self-Confidence in Learning Scale (SCSL). Data analysis was carried out using univariate analysis.Result: This study showed that students were very satisfied (M = 4.415; SD = 0.489) and very confident (M = 4.338; SD = 0.419) in learning using a 3D simulator.Conclusion: High satisfaction and self-confidence in using 3D simulators were obtained. The 3D simulator can be a supporting media that can be used in several nursing courses to prepare for practicum and as a medium for reviewing practicum that has been done. Keywords: 3D simulator, satisfaction, self-confidence, virtual simulation

Enhancing Employability Skills of Biology Graduates through an Interdisciplinary Project-Based Service Learning Experience with Engineering and Translation Undergraduate Students

We describe an interdisciplinary experience based on the application of the Project-Based Service Learning (PBSL) methodology for six learning outcomes directly related to employability skills. The objective was to assess students’ learning outcomes, the level of satisfaction of students and lecturers with the PBSL, and the advantages and disadvantages of the implementation of this learning methodology. Interdisciplinary teamwork of undergraduate science, engineering, and humanities students was required to design real-world projects to develop their transferable skills, through the process of learning by doing. Students perceived that PBSL favored employability skills such as knowledge acquisition, self-directed learning, problem-solving, critical thinking, communication, and teamwork skills. Students and lecturers showed high satisfaction with PBSL and outlined its advantages as an active and experiential learning methodology. In conclusion, the implementation of the collaborative and interdisciplinary PBSL methodology is decidedly recommended to enhance Biology, Engineering, and Translation graduates’ learning satisfaction and their future employability.

Adolescent Simulation in a Health Assessment Course for Advanced Practice Nursing Students.

Advanced practice registered nurse (APRN) students face challenges transitioning to practice. They benefit greatly from simulated learning experiences that build confidence and increase competence in the skills needed to perform in an APRN role. The purpose of this quality improvement project was to evaluate the effectiveness of a simulated adolescent well visit in an advanced health assessment course. Using a pretest/posttest design, qualitative and quantitative data were collected from participants. Results included high learner satisfaction, an increase in both self-reported competence and confidence, and an appreciation for the "safe space" of learning.