Effect of Blended Learning and Social Media Learning on the Academic Success and Motivation among Undergraduate Nursing Students | ||||
| Egyptian Journal of Health Care | ||||
| Article 110, Volume 12, Issue 2, June 2021, Page 1774-1786 PDF (254.02 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2021.238109 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Shadia Abd Elmoniem Syan1; Fatma Mohamed El swerky2; Wafaa Hamed Kamal Elshafie3; Nagat Salah Shalaby Salama4; Manal Mohamed Ahmed Ayed5; Boshra Mostafa Younes Abdelfatah6; Fathia El-Sayed El-Ghadban7 | ||||
| 1Pediatric Nursing Department, Faculty of Nursing, Sohag University | ||||
| 2Family & Community Health Nursing Department, Faculty of Nursing, Port Said University | ||||
| 3Community Health Nursing Department, Faculty of Nursing, Mansoura University | ||||
| 4Maternity, Gynecology and Obstetrics Nursing, Faculty of Nursing, Port Said University | ||||
| 5Pediatric Nursing Department, Faculty of Nursing, Sohag University, Egypt | ||||
| 6Lecturer of Nursing administration, Faculty of Nursing, Aswan University | ||||
| 7Pediatric Nursing Department, Faculty of Nursing, Fayoum University, Egypt | ||||
| Abstract | ||||
| Blended learning is a teaching style that combines two or more complementary approaches to teach the same subject, by using a combination of lecture, activity, discussion, and/or web-based modules in the classroom. Aim: To investigate the effect of blended learning and social media learning on academic success and motivation among undergraduate nursing students. Design: A quasi- experimental study design was used to achieve the aim of this study. Setting: The study was conducted at the Faculty of Nursing, Sohag University, Egypt. Sample: A convenient sample of all available third-year undergraduate nursing students (330) from the previously mentioned study setting in the 2020/2021 academic year. Students were included in this study were from bothgender and willing to participate in the study. The study sample of the research was divided into three groups; the control group taught by using the face to face learning (110 students), study group-1 exposed to social media learning, and study group-2 exposed to a blended learning model. Tools for data collection: A self-administered structured questionnaire to assess demographic characteristics and learning needs, and Academic success test (AST), and a motivation scale for learning science (MSFLS). Results: A highly significant difference between the student's blended learning, social media-supported learning, and face-to-face learning regarding their students' academic success and motivation mean scores post-test. Conclusions: Blended learning highly significantly improved undergraduate nursing students' both academic success and motivation than face-to-face or social media learning. Recommendations: Blended learning can be used to facilitate education among undergraduate nursing students; more research is done to determine the effectiveness and durability rate of the information of these methods. | ||||
| Keywords | ||||
| Academic success; Blended learning and Motivation; Social media learning; Nursing students | ||||
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