How Attitudes towards E-Learning Affected the Academic Achievement during the COVID-19 Pandemic: An Example of a Nursing Skills Teaching

Autor/inn/en	Gurlek Kisacik, Oznur; Sonmez, Munevver; Ozdas, Azize
Titel	How Attitudes towards E-Learning Affected the Academic Achievement during the COVID-19 Pandemic: An Example of a Nursing Skills Teaching
Quelle	In: Turkish Online Journal of Distance Education, 24 (2023) 1, S.129-144, Artikel 8 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gurlek Kisacik, Oznur) ORCID (Sonmez, Munevver) ORCID (Ozdas, Azize)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Attitudes; Distance Education; Electronic Learning; Technology Uses in Education; Academic Achievement; COVID-19; Pandemics; Nursing Education; Nursing Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulleistung; Pflegepädagogik
Abstract	It is known that the students' attitudes toward e-learning are an important factor in achieving the targeted learning achievement. The aim of the study was to determine the relationship between attitudes toward e-learning and the academic achievements. This cross-sectional and correlational study was conducted with a total of 135 first-year nursing students. Data were collected via Student Information Form, General Attitudes toward E-Learning Scale, Vital Signs Skills Laboratory Practice Assessment Videos. Two-Way ANOVA, Pearson correlation analysis, multiple linear regression analysis were used to analyze the data. The total mean score of the first-year NSs' general attitude scale toward e-learning was found to be 52.58±15.93. A statistically negative correlation was found between the "avoidance of e-learning" factor and the NSs' vital signs skills general achievement scores (r= -0.185; p= 0.035). Gender ([beta]1= 5.399, p= 0.001), receiving adequate counseling and help on using the e-learning platform ([beta]1= 4.895, p= 0.022) and avoidance of e-learning ([beta]1= -0.222 p= 0.046) explained 20.9% of the variance in vital signs overall achievement score. The results showed that negative attitudes and negative satisfaction with e-learning may lead to a decrease in e-learning academic achievement. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01