Search

Purpose: This study aims to evaluate the participation and satisfaction of learners with the brief "Mental health promotion in school health care" e-learning course, and to describe factors related to their participation and satisfaction. Design/methodology/approach: A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions. Findings: The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners' satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students. Originality/value: This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base. [ABSTRACT FROM AUTHOR]

Introduction: As higher education institutions (HEIs) moved from in-person to online learning during the COVID-19 pandemic, various challenges were presented. Using a large online survey conducted during the pandemic, this paper investigates the impact of COVID-19 on learning and institutional support offered to students in HEIs in South Africa. Methods: The study utilized a closed-ended questionnaire on a data-free online platform. The study sample included South African youth aged 18-35 years who were enrolled for some type of educational training or in higher education institutions (including private colleges). Data was benchmarked to the 2019 estimates of the youth population in educational institutions. Descriptive statistics are presented. Results: Among the 7011 student participants, the main challenges experienced during lockdown were loss of study time (57.9%), insufficient money for essential personal items for studying (55.8%), loss of social contact (42.2%) and insufficient money for food (40.1%). Overall, 47.0% of students reported having free access to the internet, 49.5% used personal internet or paid for internet access and 3.5% indicated having no access to internet. The majority rated their institution's eLearning portal as good or excellent, and 23.4% thought their eLearning portal was of poor quality. Significantly fewer (38.1%) technical and vocational education and training (TVET) college students indicated that their institution provided the capacity to conduct virtual learning compared to those enrolled at other types of institutions. Almost two thirds of students (66.2%) from TVET colleges experienced difficulty in communicating with their institutions. Half of the students (49.9%) reported that they had a suitable place to study during lockdown, while 78.6% had regular access to electricity during lockdown. Significantly more TVET and University of Technology students received transport to return home and fee refunds. Conclusion: While it was encouraging that most HEIs had capacity for online learning and made provision of internet access for students, it was concerning that students who are enrolled at TVET colleges faced more learning challenges during the lockdown. This highlights the inequality in learning support at different types of institutions, and that effective support from HEIs to students during the COVID-19 pandemic was not fully implemented. [ABSTRACT FROM AUTHOR]

Online discussion is one of the frequently used learning activities in an e‐learning process. Learners can exchange opinions and thoughts with their peers through online discussion, stimulate their different viewpoints on the discussion topics, and enhance the learning effectiveness of e‐learning. However, most learners mainly take an effort on posting discussion content but easily ignore reading and understanding the contents of peers' discussions, thus reducing the discussion effectiveness. The purpose of this study is to develop an Instant Perspective Comparison System with a Gamified Incentive Mechanism (IPCS‐GIM) to promote learners' discussion awareness and motivation, thereby effectively enhancing their discussion participation, motivation, and effectiveness. A true‐experimental design was conducted in this research to examine the research questions. A total of 38 university students in Taiwan were randomly assigned to the experimental group using the IPCS‐GIM to assist online discussion and the control group using an instant perspective comparison system without a gamified incentive mechanism (IPCS‐NGIM) to assist online discussion to examine their difference in discussion effectiveness, participation, and motivation on a social‐scientific issue (SSI). The analytical results show that compared to the IPCS‐NGIM, the IPCS‐GIM could not only significantly enhance learners' discussion effectiveness in overall discussion effectiveness, complexity, and multiple perspectives, but also significantly enhance learners' discussion participation and motivation. Practitioner notesWhat is already known about this topic An asynchronous online discussion that can allow learners to exchange opinions and thoughts with their peers, stimulate different viewpoints and enhance learning effectiveness is one of the frequently used learning activities in an e‐learning process. However, most learners mainly take an effort on posting discussion content but easily ignore reading and understanding the contents of peers' discussions, thus reducing the discussion effectiveness.An asynchronous online discussion may result in less enthusiastic discussions, learners may feel isolated due to the lack of immediate peer feedback, or they may not know what to contribute to a discussion topic.The lack of visual cues and immediate feedback is also one of the main factors affecting asynchronous online discussion effectiveness. In recent years, many studies have paid attention to promoting the discussion process and effectiveness by visualizing asynchronous online discussion content and interaction.What this paper adds This study uses gamified incentive mechanisms including a bonus point, title name, and leaderboard to develop a novel Instant Perspective Comparison System with a Gamified Incentive Mechanism (IPCS‐GIM) to promote learners' discussion effectiveness, participation, and motivation on social‐scientific issues (SSI) discussions.The result shows that compared to the Instant Perspective Comparison System without a Gamified Incentive Mechanism (IPCS‐NGIM), the IPCS‐GIM could not only significantly enhance learners' discussion effectiveness in overall discussion effectiveness, complexity, and multiple perspectives, but also significantly enhance learners' discussion participation and motivation.Implications for practice and/or policy Current research on the application of gamification design to asynchronous online discussions mainly focuses on enhancing learners' participation, engagement, and motivation, but there is a lack of research on the use of gamified incentive mechanisms to promote learners' reading of other peers' posts to achieve better quality discussions and enhance discussion effectiveness. This study fills the research gap.This study confirms that the proposed novel IPCS‐GIM can promote learners' discussion on reading other peers' posts, participation, and motivation to what extent due to its gamified incentive mechanisms, visualized discussion cues, and immediate feedback, thereby effectively enhancing learners' discussion effectiveness. This study broadens the horizon of the design of asynchronous online‐assisted discussion tools. [ABSTRACT FROM AUTHOR]

Background: Formative online multiple‐choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple‐choice tests can discourage meaningful engagement and enable strategies, such as trial‐and‐error, that circumvent intended learning outcomes. These strategies will not prepare graduates as self‐regulated learners, nor for the complexities of contemporary work settings. Objectives: To investigate whether providing only a score after formative online multiple‐choice test attempts (score‐only feedback) increases the likelihood of students to engage in self‐regulated learning compared with more directive feedback. Measurable outcomes included deeper learning, collaboration, information seeking, and satisfaction. Methods: Data in this mixed methods study were collected from nursing students through surveys, test results, focus groups, and student discussion board contributions. A quasi‐experimental design was used for quantitative data, and qualitative data were analysed thematically against domains of self‐regulated learning. Results and Conclusions: Students receiving score‐only feedback were more cognitively engaged with the content, collaborated constructively, and sought out richer sources of information. However, it was also associated with lower satisfaction. In this study, minimal feedback created states of uncertainty, which resulted in the activation of self‐regulatory actions. Implications for Practice: Providing overly directive feedback for formative online multiple‐choice tests is conducive to surface‐level learning strategies. By minimising feedback and allowing for extended states of uncertainty, students are more likely to regulate their learning through self‐assessment and problem‐solving strategies, all of which are required by graduates to meet the challenges of real‐world work settings. Lay Description: What is already known about this topic: Formative online multiple‐choice tests are widely used in higher education.Feedback is a critical element in the design of effective online multiple‐choice tests.Formative feedback should promote self‐regulated learning.Feedback types used in multiple‐choice tests facilitate strategies not conducive to self‐regulation. What this paper adds: Online multiple‐choice test feedback can influence how students self‐regulate their learning.Less feedback can result in greater self‐evaluation and performance in summative assessment.Less feedback can encourage richer help‐seeking strategies (collaboration and information seeking).However, less feedback can result in student dissatisfaction. Implications for practice and/or policy: Judicious use of feedback is required in the design of online multiple‐choice tests.Educators should consider providing less feedback to promote learner self‐regulation.Satisfaction with online multiple‐choice tests does not necessarily equate to greater learning. [ABSTRACT FROM AUTHOR]

Any learning and especially hybrid or blended learning have to be addressed from both the point of view of the teaching providers and those to be taught, such as to be adapted in the best way within the modern educational systems. This paper presents the results of a concentrated (8 days for giving the answers) yet thorough investigation (34 items created as Google Forms) employing a survey conducted on a group of 54 students from B. Sc. and M. Sc. programs on online versus face-to-face learning, both as a past activity and as a perspective. Some of the most important results are that almost half of the respondents would prefer a hybrid type of learning, with online courses and face-to-face laboratories and seminars. Also, regarding the attractiveness of online learning activities, 66.7% of respondents considered that the activities are accessible, with more opportunities to access the information needed for learning, such as files with theory, applications, and with examples. Still, a considerable amount of the study group (81.48%) declared that it didn't paid too much attention to the online courses, but the pandemic context and the novelty of the study form could also cause this. Also, 37% of the respondents declared that they had acquired too few practical skills in online learning, given that they haven't worked with concrete devices or tools in physical format. Thus, blended learning with a variable, adjustable percentage of the different learning activities in online or face-to-face format is the answer for current higher education, especially in the context of the economic crisis, where students must also work while studying, such that their learning schedule must be more flexible. [ABSTRACT FROM AUTHOR]

There are theoretical arguments and empirical studies to support the benefits of early participation in an online course. However, little research has been conducted to investigate the relationship between students' early start in online learning and their course performance, which limits its application to online education research and practice. This study aims to fill this gap by examining and quantifying the relationship of early participation in course activities with students' learning performance. Using multilevel logit modeling, the relationship of early participation in online courses and student final performance are modeled with student log data and other individual information from over 30,000 students enrolled in 22 online university courses. Results show that early participation in online course activities is significantly correlated with student final performance. As the first study to quantify the relationship between early participation and students' academic performance, this paper provides important insights for online teaching and learning research. [ABSTRACT FROM AUTHOR]

Copyright of Nova Scientia is the property of Nova Scientia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Virtual reality can be a useful substitute to improve nursing education outside of the hospital setting. In the wake of COVID‐19, an opportunity to compare a virtual reality activity for nursing students in the traditional classroom and in an online environment took place. Objectives: The goal of this study was to examine the effects of incorporating a virtual reality activity into the traditional classroom and in an online environment to enhance nursing education. Methods: Fifty nursing students participated in an exploratory descriptive study. Twenty‐five students participated face‐to‐face while in the traditional classroom setting and 25‐students participated in an online environment using a communication platform. Through a virtual reality activity, nursing students successfully created a tour which demonstrated identifying infectious sites in a hospital room setting. Results and Conclusions: Results of the pre‐and post‐test showed students' positive perceptions and performances in both traditional classroom and online settings. However, the study revealed a statistical difference between the two group perceptions towards the use of the virtual reality tour creator. Nursing students who were in the traditional classroom group found that the use the virtual reality tour creator was easier. Implications: Designing a meaningful virtual reality activity has a positive impact of the student learning experience. Students may benefit from a more through orientation to the technology prior to engaging in the activity. A carefully constructed activity can enhance student learning outside of the hospital room. Lay Description: What is already known about this topic?: Virtual reality can be applied to nursing education with a positive impact on the student learning experience.Nursing students perceived the virtual reality learning activity useful to substitute for in‐hospital training. What this paper adds?: Virtual reality learning activities can help promote nursing performance in both the traditional classroom and online settings.Students can have similar academic performance between the classroom and online modes despite having different experiences. Implications for practice and/or policy: Virtual reality integration might be implemented by pre‐training to make sure students are comfortable with the technology before jumping into course activities.The instructional design and delivery of a virtual reality learning activity greatly influenced the students' learning experiences, rather than the use of virtual reality technology itself. [ABSTRACT FROM AUTHOR]

The principal aim of the present investigation is to delve into the perspectives of university students majoring in English as a Foreign Language (EFL), with a specific focus on the delivery of first year composition courses in a virtual instructional environment. This research assesses the effectiveness of online instruction in essay writing courses and delineates the obstacles encountered by students during the teaching and learning processes. To fulfill this objective, a total of 90 undergraduate students specializing in English Language and Literature within the academic program in Jordan actively participated in the study by completing an online survey. Data collection from these students was executed through a purposefully designed questionnaire comprising 20 items. The questionnaire leveraged a 5-point Likert scale, from "strongly disagree" to "strongly agree." Additionally, in-depth interviews were conducted with a selected group of 20 students enrolled in an essay writing course. Established methodologies were employed to analyze the responses to the questionnaire items. The results highlighted the positive impact of the online first year composition course on students' academic achievements. The study also revealed specific impediments and constraints inherent in the virtual learning environment. The study concludes by offering a set of implications aimed at enhancing the efficiency of online course delivery, with a primary emphasis on augmenting the overall learning experience for students. [ABSTRACT FROM AUTHOR]

Introduction: Effective performance in online education increasingly impacts the quality of classes and, consequently, student learning outcomes. This study aims to compare satisfaction levels and learning rates between online and face-to-face methods of teaching medical physiology. Material & Methods: This cross-sectional descriptive-analytical study involved 79 medical students divided into two groups. The first group received instruction on heart physiology (5 weeks, one session per week) online via the Navid system, while the second group received face-to-face instruction. At the study's conclusion, both groups underwent the same test to assess learning outcomes, and satisfaction with the teaching methods was evaluated through a questionnaire. Data analysis was conducted using Stata 14 statistical software, employing logistic regression and linear regression models. Results: The two groups differed in terms of the course studied, student nativeness, and satisfaction levels with the educational method. Satisfaction with online education was reported at 69%, compared to 65% for the face-to-face method. The average learning score for students in the online group was 12.93±0.12, while in the face-to-face group, it was 13.48±0.47. However, the linear regression model revealed no significant relationship between students' scores and specific educational methods (p=0.32). Significant relationships were observed between age, nativeness, and dormitory accommodation with satisfaction levels in online education. Conversely, none of the variables showed a significant relationship with satisfaction levels in face-to-face education. Conclusion: Both e-learning and face-to-face methods demonstrated relatively similar effects on students' learning outcomes. However, satisfaction levels with online education appear to be influenced by variables such as age, nativeness, and dormitory accommodation. [ABSTRACT FROM AUTHOR]

Virtual environments allow teachers to approach the teaching process inclusively and creatively, to facilitate the effective transfer of learning and to support student learning with new technologies regardless of various barriers. The hereby study evaluates the students’ views concerning the virtual delivery of courses during their learning process taking into consideration their former face-to-face teaching-learning experience. It was based on the theoretical part which included typical aspects of online teaching and learning are presented and the most recent studies in this area are reviewed. Following previous research, we aim to develop an innovative model of successful online teaching and learning in higher education. A questionnaire-based research methodology was designed for 355 students at a university in the North-Eastern region of Romania. The questionnaire with closed-ended items was used for assessing students’ attitudes on the online teaching activity. The results indicate students’ preference for online courses, as well as a number of significant differences, depending on the study specialisation or form of education. Any future changes to online teaching and learning in universities should also take into account students’ and teachers’ views on this particular issue. Such an approach should allow us to see whether and how effective the use of virtual teaching environments can be for both students and teachers in higher education (HE). [ABSTRACT FROM AUTHOR]

The integration of educational games has significantly transformed pedagogical approaches, emphasizing the importance of constantly updating educational programs. High-quality games motivate students and foster engagement, surpassing traditional methods. Addressing this need, this protocol study aimed to provide practical instruction on developing a memory game. Educational memory games have been found to enhance intrinsic motivation in learners and are particularly beneficial for clinical subjects. The design of memory games involves three components: Pedagogical level, design level, and modeling of learning content. Adjusting elements, such as the number and nature of items, time limits, feedback mechanisms, and task difficulty, can fine-tune the effectiveness of a memory game. The memory game consists of 2 main components: Learning and scoring, and it is designed using Articulate Storyline software. The learning phase focuses on mastering correct methods; however, the scoring phase evaluates learning retention and comprehension. Memory games can be adapted to different formats supported by educational websites and learning management systems. They are an effective tool for enhancing cognitive development and memory retention; however, it is important to consider the audience's age, learning goals, genre, and assessment approaches when determining the ideal content level. Memory games can be used to identify learning challenges, promote active student engagement and collaboration, and improve learning outcomes. Educators must continually evolve their methods to resonate with new generations of learners, and success in implementing memory games depends on considering lesson characteristics, student needs, and instructor expertise. [ABSTRACT FROM AUTHOR]

The aim of this integrative review is to explore how formative online multiple-choice tests used in nurse education promote self-regulated learning and report on pedagogies that support their design. Online multiple-choice tests are widely used as learning and formative assessment tools in a range of educational contexts. However, little is known about how these tools are used to promote patterns of learner self-regulation. It is important that nurses and nursing students develop the capability to self-regulate learning to be effective lifelong learners and navigate complex and unfamiliar practice environments. A five-stage approach guided this integrative review: problem identification, literature search, data evaluation, data analysis and presentation. A systematic search of ERIC, Web of Science, Ovid Medline, Scopus, PubMed, Embase and CINAHL was conducted in February 2021. Seventeen peer-reviewed papers were identified that discussed formative online multiple-choice tests in nurse education. Purposive sampling and ancestry searching identified an additional paper. Articles were analysed and sorted into themes of outcomes (presented as components of self-regulated learning theory) and pedagogy. Formative online multiple-choice tests are used with good effect in nurse education as measured by knowledge gain and exam performance, increased confidence and learner satisfaction. There was no literature that explored metacognitive outcomes and minimal literature considered behavioural outcomes. Pedagogy supporting the implementation of multiple-choice tests was lacking in most articles. Formative online multiple-choice tests are widely used with good effect in nurse education. However, opportunities for further research on how these tools can encourage metacognition and self-regulatory behaviours is warranted. [ABSTRACT FROM AUTHOR]

This Scholarship of Teaching and Learning (SoTL) study focused on finding out about hospitality students' perceptions of teaching and learning, and their learning preferences, at the beginning of a course instead of at the end of one to understand where students were in terms of their learning environment and to find out what they hoped to gain from completing a course. The results were based on 271 survey responses completed by students enrolled in an asynchronous, introductory hospitality course, during several different semesters. Students indicated that they valued well organized courses, wanted the instructor to be engaged with the students and the course, and preferred creative assignments. Gathering this information at the beginning of a course, instead of at the end of one could be helpful to instructors so that they can possibly make adjustments to a course as they teach one, and also help them to plan future courses. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to assess nurses' satisfaction and perceptions of the impact of virtual learning. Design: A descriptive cross‐sectional survey. Method: 236 nurses attending an online conference from several parts of Nigeria participated in the study. Analysed data were summarized and presented in tables and graphs, while linear regression was used to measure the associations. Results: Most of the respondents perceived the programme as highly impactful. All three domains: learner‐content interaction (p = 0.020), learner–instructor interaction (p = 0.000) and learner–learner interaction (p = 0.000), were found to be statistically significantly associated with the perceived impact of the programme, and thus statistically significant predictors of the effects of online learning (p = 0.02), (F = 5.471). Conclusively, the Interaction of learners with learning content, lecturers and other learners was seen as determinants of an effective and impactful online education. It is recommended that nursing training institutions embrace online learning either as the leading platform or as an adjunct to a face‐to‐face method. [ABSTRACT FROM AUTHOR]

Online instructional tools are quickly being introduced, often before accessibility is incorporated into their design. This article defends the use of a popular, but highly graphic, web-based platform called Padlet in a writing course, using strategies that allow students who are visually impaired (i.e., those who are blind or have low vision) to participate in collaborative class activities, promoting equity and inclusion. It also highlights student feedback from an institutionally approved study that identifies accessibility concerns with Padlet, as well as other common educational technology used in all disciplines. [ABSTRACT FROM AUTHOR]

It has been stated that learners who take an active role in their learning are more likely to advance their analytical skills and expand their social connections. However, the process through which learners can expand their social capital is still unexplored. This study employs social cognitive theory to conduct a threefold investigation: (1) determining the impact of learner proactivity on online learner interaction, (2) determining the mediating influence of online learner interaction in the association between learner proactivity and learner social capital; and (3) determining the extent to which perceived peer support (PPS) influences the relationship between learner proactivity and learner social capital. The final sample of 322 respondents from China's Anhui province was employed in this study. The findings of this study, which were driven by a social cognitive theory, reveal that learner proactivity reaps social networks through online interaction, strengthening learner social capital in virtual learning. This study also found that PPS boosted the indirect influence of online learner interaction in the relationship between learner proactivity and learner social capital. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to understand students' engagement with learning in an online environment at a university in Namibia. Design: A qualitative descriptive design was applied. Methods: Data were collected using in‐depth telephonic interviews among 12 purposively selected nursing students. Data were analysed thematically. Results: While the students did practice engagement, their understanding of learning engagement was not clear. The students considered online learning to be a safe space for engagement that enhanced active participation. They also noted that it forced them to reflect on their pre‐existing knowledge before learning new information and ultimately enhanced their understanding of the learning material. The findings of this research suggest that online platforms and apps can support nursing students' learning engagement, in particular behavioural engagement, but they are less conducive to cognitive and affective engagement. [ABSTRACT FROM AUTHOR]

This article reports on a study about higher education students' perceptions of the teaching situation in Portugal during the pandemic, with the purpose of investigating: (i) what challenges did students feel?; (ii) how did institutions provide support to students?; and (iii) what expectations do students have about the continuity of their academic path and of higher education? The study was developed through a questionnaire distributed online and sent to the student associations. Quantitative data were analyzed using descriptive and frequency statistics. Additionally, a categorical content analysis was performed for the qualitative data. A total of 694 students participated in the study. The results show that the main challenges felt by the students were related to the assessment of learning, that higher education institutions were little or not prepared for an emergency, and that the support given to students was mostly through the professors. Most students felt that the pandemic will have quite an impact on their academic paths and on the organization and functioning of higher education, highlighting a belief in the adoption of online or blended learning. It was concluded that it is necessary to invest in pedagogical training for Portuguese higher education teachers, namely, to teach using digital technologies. [ABSTRACT FROM AUTHOR]

As a consequence of the COVID-19 pandemic, most courses at a large technical university were adapted so that students had a free choice of whether to attend lectures on-site or online; in addition, in many courses, lecture recordings were available. At the subsequent exam session, over 17,000 student-survey responses were collected regarding attendance choices, learning behavior, interest in the course, perception of the exam, and recommendations to future students. A total of 27 learner attributes and their relationships were investigated. In addition, conditional attributes and free-response statements were analyzed, and the students' exam grades were retrieved to gauge their performance. We found only minute differences with respect to exam performance, but the analysis indicates distinctly different preferences and constraints in taking advantage of learning opportunities. We also found some indications that performance differences might be larger for interactive-engagement courses. The results of the analysis may be key to answering why at many universities, faculty report that live-lecture attendance has decreased more strongly than expected with the availability of new, virtual attendance modes. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Enfermagem da UFSM is the property of Universidade Federal de Santa Maria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nursing at the Vanguard / Revista Enfermería a la Vanguardia (REVAN) is the property of Revista Enfermeria a la Vanguardia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This study aimed to explore nursing lecturers' experiences of online teaching and learning during the coronavirus disease 2019 (COVID-19) pandemic. The COVID-19 policy on social and physical distancing urges nursing lecturers to provide online teaching delivery for their students using both synchronous and asynchronous methods. However, the experiences of nursing lecturers providing online teaching delivery in the era of COVID-19 are yet unknown. Design/methodology/approach: The authors used an interpretive phenomenological analysis study design. Participants were seven nursing lecturers, with whom we conducted in-depth interviews using semi structured questions through telephone calls or video conferences. Interpretive phenomenology analysis was adopted to analyse the generated data. Findings: The core theme of this current study is that of becoming accustomed to online teaching delivery. The main theme is supported by three sub-themes, which are being comfortable with the technology, difficulties and how to overcome them and caring for students to explain the online teaching experiences of nursing lecturers. Originality/value: The results of this study demonstrate that familiarity with technology is critical for lecturers to facilitate their online teaching. There is a need for further enhancement of technology and application usage to improve the quality of nursing lecturers' teaching methods and ensure the provision of theory and nursing skill competency to students. [ABSTRACT FROM AUTHOR]

Background: The global pandemic associated with coronavirus disease 2019 (COVID-19) had a considerable effect on higher education in South Africa, with online instruction replacing traditional lectures for many students. Medical students were required to vacate their residences in March 2020 but returned to campus in July 2020 to enable them to continue with clinical teaching and learning. The aim of this study was to understand the learning experiences of 5th year medical students at the University of KwaZulu-Natal (UKZN) during 2020. Methods: This was a qualitative study conducted via Zoom in December 2020 with 18 students in four focus group discussions and four semi-structured interviews. These were all facilitated by an independent researcher with experience in qualitative research. All the interviews were recorded, transcribed verbatim and analysed qualitatively through the identification of codes, categories and themes. Results: The following major themes emerged: A stressful and at times an overwhelming year, mental health issues, developing strategies to cope, and issues that related to teaching and learning. Conclusion: The disruptions caused by COVID-19, the lockdown, a condensed academic programme and uncertainty about their competency resulted in high levels of anxiety and stress among medical students. Participants highlighted strategies that had helped them to cope with the isolation and academic pressures. Given the large volume of work, careful thought needs to be given to what should be taught and how it should be taught to ensure that graduates have the competencies they need to practise. [ABSTRACT FROM AUTHOR]

This study analysed the impact of COVID - 19 pandemics on the inclusive learning process of students in the higher learning institutions in Rwanda. A quantitative research design was adopted. Primary data was collected from 1170 students in 30 learning institutions in Rwanda using a closed ended questionnaire. Data was analysed using descriptive and inferential statistical analytical tools. The results indicated covid -19 has impacted the inclusive learning process of students in the higher learning institutions in different ways. Students in rural areas were more affected due to limited access to internet connections, lack of internet data and limited access to electricity all of which were caused by limited infrastructure in the online learning. Students from poor families regardless of their locations suffered more due to limited access to electricity and internet connections in their homes. The study contributed to the existing knowledge in two ways, Firstly, it established the impact of covid-19 pandemic on the inclusive learning process in higher learning institutions. Secondly, it established the learning inequality based on location and social economic status. [ABSTRACT FROM AUTHOR]

The Coronavirus pandemic (COVID-19) led to the interruption of university courses in Romania in the classic format, face to face. The sudden and unplanned transition to online education has created a number of challenges for students and teachers, who have had to adapt to the teaching and learning process in the new organizational and communication framework. In order to understand how the students felt during this period, we made a questionnaire-based survey on April 6-10, 2022, addressed to students at the University of Oradea. The results of the study showed that the Covid-19 pandemic had a significant impact on the majority of students who participated in the study, regardless of the specialization they are enrolled in. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has had a significant impact on the learning experiences of students undertaking health and social care programmes across the globe. In the UK, the Nursing and Midwifery Council introduced emergency standards for undergraduate programmes in 2020, making significant short-term changes to programme delivery. However, the mandate for all students to undertake interprofessional education remained. Interprofessional education is key to preparing students on health and social care programmes, as it enables students to work as effective members of multi-agency/multi-professional teams on qualification. It is an important element of training, as it has a direct impact on quality of care and service user experience. This series of articles will explore the experiences of 'lockdown learning' from the perspective of academics, students and service users from a global perspective in relation to the delivery of interprofessional education during the pandemic, which necessitated a wholesale move from face-to-face, blended and online learning to include emergency remote teaching. The series was written by members of the Centre for the Advancement of Interprofessional Education Research Subgroup (Interprofessional Education Experiences) and aims to identify barriers and facilitators to successful shared learning and provide suggestions for how lessons learned can be taken forward to further enhance this important element of pre-registration education. The perceptions and attitudes of academics and students on such comprehensive changes are a unique and rich data source to explore and inform future provision. [ABSTRACT FROM AUTHOR]