Effect of virtual classroom on critical care and emergency nursing students' achievement and learning satisfaction | ||||
| Egyptian Journal of Health Care | ||||
| Article 33, Volume 12, Issue 2, June 2021, Page 545-554 PDF (215.2 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2021.164789 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Eman Arafa Hassan1; Azza Abd Elrazek Baraka* 2 | ||||
| 1lecturer of Critical Care and Emergency Nursing Department, Faculty of Nursing, Alexandria University, Egypt | ||||
| 2Assistant Professor of Critical Care and Emergency Nursing Department, Faculty of Nursing, Alexandria University, Egypt. Assistant Professor of Critical Care and Emergency Nursing, College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Al-Ahsa, Saudi Arabia. King Abdullah International Medical Research Center, Al-Ahsa, Saudi Arabia | ||||
| Abstract | ||||
| Background: Virtual classroom and online learning are generating popularity all over the world as a result of COVID 19 crisis. Virtual classroom is one of the most important applications of information technology that provides the learner with unlimited access to educational materials at any time and from any place. Students were more interested in addressing various motivating and challenging environment and teaching methods to construct a diverse atmosphere. Objective: To evaluate the effect of virtual classroom on critical care and emergency nursing students' achievement and learning satisfaction. Research question: What is the effect of virtual classroom on critical care and emergency nursing students’ achievement and learning satisfaction? Study design: A causal-comparative pretest/ posttest research design was used to conduct this study. The study was conducted at Faculty of Nursing, Alexandria University. Four tools were used in the data collection. Tool I: Students’ readiness to E-learning survey, tool II: predictors of students’ satisfaction in e-learning survey, tool III: students’ self-assessment of their learning experiences survey, tool IV: students’ achievement record. Subject: A purposive sample of 345 undergraduate students who accepted to participate in the research and met the inclusion criteria. Results: The virtual classroom had highly statistically significant effect on increasing students’ interaction, learning satisfaction and level of achievement mean score p < 0.001. The ability of self-regulated learning in virtual classroom had a highly significant influence on students' learning satisfaction p=0.04. Conclusion: Virtual classroom was highly statistically significant effective method of learning and improving the studied students’ satisfaction and level of achievement mean score. Recommendation: assess the students’ needs towards virtual classroom for enhancing cooperative learning environment and improving the required equipment and internet availability to the students and staff members. | ||||
| Keywords | ||||
| virtual classroom; critical care; emergency nursing students; achievement and learning satisfaction | ||||
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