Effectiveness of Online Learning to Nursing Students

INTRODUCTION

Education is the process of gaining or discovering new things such as knowledge,

skills, beliefs, values and habits. Due to the knowledge that we gain, we became a better

individual that has a better perspective in life and a great future but the Covid-19 has a

big impact not only locally but worldwide. The mode of education has change, from a

face-to-face learning to online learning, since we need to avoid going out because of this

pandemic.

As describe in the research of Dhawan (2020), states that online learning is

defined as “learning experiences in synchronous or asynchronous environments using

different devices (e.g., mobile phones, laptops, etc.) with internet access. In these

environments, students can be anywhere (independent) to learn and interact with

instructors and other students.” Online learning has two possible modes of online

learning that could help a student to further understand the learning.

The Department of Education emphasize that it will not necessarily mean that

teachers and learners will undergo the traditional in-classroom set-up by August this year

(DepEd, 2020). Similarly, in the higher education institutions, new normal would be

virtual classroom. The Commission on Higher Education suggested to strengthen online

platforms and blended learning such as but not limited to google classroom, messenger

zoom, edmodo, Facebook and Youtube (Tria, 2020). Most of the school whether it is

private or public sector use online learning because it’s the most efficient to use specially

during this time and situation.

 In a study of Paul & Jefferson, F. (2019), shows the prospective students want to

be able to receive a quality education without having to sacrifice work time, family time,

and travel expense. Instead of having to be at a specific location at a specific time, online

educational students have the freedom to communicate with instructors, address

classmates, study materials, and complete assignments from any Internet-accessible

point. This study emphasizes the advantage and positive effect of online class in the daily

life of the students.

In another study of Paul & Jefferson, F. (2019), students were found to be not

sufficiently prepared for balancing their work, family, and social lives with their study

lives in an online learning environment. Students were also found to be poorly prepared

for several e-learning competencies and academic-type competencies. Also, there is a

low-level preparedness among the students concerning the usage of Learning

Management Systems. This shows the negative effect of online learning and it also shows

that being if the system is not prepared it will also affect the students.

Taken as a whole, there is robust evidence to suggest online learning is

generally at least as effective as the traditional format. Moreover, this body of

literature suggests that researchers should move beyond the “no significant

difference” phenomenon and consider the next stage of online learning (Nguyen, 2015).

No significant difference shows that there is no difference between the online classroom

setup and classroom setup.

 ELearning increases retention rates 25% to 60% while retention rates of face-to-

face training are very low in comparison: 8% to 10% (Elearning Infograogichs, 2016).

The statistic shows the effectiveness of online learning compare to face-to-face learning.

THEORETICAL FRAMEWORK

Knowles’ theory of andragogy is an attempt to develop a theory specifically for

adult learning. Knowles emphasizes that adults are self-directed and expect to take

responsibility for decisions. Adult learning programs must accommodate this

fundamental aspect.

Andragogy makes the following assumptions about the design of learning: (1)

Adults need to know why they need to learn something (2) Adults need to learn

experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best

when the topic is of immediate value (InstructionalDesign.org, 2018). This theory aims to

show the different learning styles of every adult learner which help the individual to cope

up whether learning in the classroom or online learning.

In a study by Pourghaznein, T., Sabeghi, H., & Shariatinejad, K. (2015), despite

the absence of significant differences in acquisition scores and satisfaction between

lectures and e-learning, students were significantly more motivated using e-learning.

Motivation is the biggest driving force of every student need to accomplish the daily task

that they need to do.

According to the study of Subedi S, Nayaju S, Subedi S. et.al. (2020) regarding

the attitude of 1012 students towards E-learning almost half of the respondents (49.0%)
did not agree taking class at home. Likewise, majority of the respondents (80.8%) did not

felt difficulty to face many people in school. Most of the respondent (93.3%) were glad to

be updated with digital technology used for taking class, also majority of the respondents

(72.1%), (78.8%), (79.8%) and (83.7%) thought the class saves time, they could involve

in online class as well as take care of their family, saves travel cost, decreased risk of

accident respectively.

Computer literacy is the basic condition for technology learning environment.

With the rapid increase in technological development, the need for students and teachers

with requisite skills grows. Teachers with rich technology experience and ability in areas

such as instructional technology application have helped students in need of advancing

computer literacy via technology and using technology as a teaching tool (Li, L., & Lee,

L. 2016, Jou & Wu, 2012)

To ensure the effective delivery of mobile learning, the diverse needs of nursing

students and teaching staff in terms of the device, content, and application have to be

carefully considered. Anshari et al. (2016) reported the views of students that mobile

learning needs to allow better flexibility for their learning beyond regular school hours.

The functions supported by mobile devices should ease users’ burden in carrying out

tasks and enhance the accessibility of useful resources (Li, K. et al., 2017).
I
O
N
'T
L
1
b
r
a
v
t
d
n
p
D
y
P
3
g
f
F
2
p
l
h
c
-
S
.
4
i
a
s
o
m
d
n
u
t
e
r
PARADIGM OF THE STUDY

The graph above shows the paradigm of the study were it is compose of

independent and dependent variable. The independent variable is consisting of online

learning of student nurse form first year to third year. The dependent variable is consist of

the possible as factors that were affected by the independent variables and that would be

learner’s preference to different learning mode, factors affecting online class,

performance of second (2nd) year and third (3rd) year for their demonstration and student –

teacher relationship

STATEMENT OF THE PROBLEM

This study aims to answer the following:

1. What mode of learning does student nurses prefer?

2. What are the factors effecting online class?

 3. Is there a significant effect on the performance of the second (2nd) year and

third (3rd) year students in their return demonstration?

4. Is there a significant effect of student – teacher relationship during online

learning?

5. Does student nurses wants to continue online learning for the next school

year?

HYPOTHESIS

1. Nursing student prefer blended face – to – face learning and online learning.

2. Internet and computer access, motivation, understanding and interest are the

factors affecting online class of nursing student

3. There is no significant effect on the performance of the second (2 nd) year and third

(3rd) year students in their return demonstration.

4. There is no significant effect of student – teacher relationship during online

learning.

5. Nursing students doesn’t want to continue online learning for the next school

year.
SCOPE AND DELIMITATION

The scope of the study intends to know how effective online learning to nursing

students and to know what is the factors affecting their online learning and their

preference to learning mode. This study is limited only for nursing students at Pines City

Colleges.

SIGNIFICANT OF THE STUDY

Online learning is very efficient right now due to the pandemic that is happening

worldwide. The government and the Commission on Higher Education (CHED) agreed

and release a guideline on the implementation of flexible learning that every universities

and colleges needs to adopt to prevent the increase of Covid-19 cases. The main objective

of flexible learning is to provide learners with the most flexibility on the learning content,

schedule, access and innovative assessment, making use of digital and non-digital tools in

learning. Moreover, online learning is efficient but learners’ face challenges and different

factors that have impact their academic performance. There is a number of research were

done that focuses on the barriers and impact of online learning on students’ academic

achievement, but least study was focused on the effect of online learning to nursing

students. Nursing students performs Related Learning Outcome (RLE) that needs to be
done on a specific area like hospital or in the community, therefore, to know what effect

or impact of online learning is of great importance.

DEFINITION OF TERMS

Flexible Learning –

Online Learning –

Related Learning Outcome (RLE) –

 METHODOLOGY

This chapter of research will give importance on the procedure and research

methods that the researching will be using in gathering the data from the said respondent.

Furthermore, the researchers will discuss on the importance of the study

RESEARCH DESIGN

In this research, the researcher will be using descriptive research design. This

research design is use to gather, analyze and to be able to present the collected data. This

allows the researcher survey various ideas, perspective, notion or thoughts of respondent

in the said study.

POPULATION AND SAMPLING

In this research, the study will be conducted at Pines City Colleges as the locale of

the study; Department of Nursing of Pines City Colleges was chosen to be the respondent

because of its accessibility and ongoing online learning and with regards to the

Effectiveness of Online Learning among Nursing Students.

PARTICIPANTS OF THE STUDY

The researcher will be using simple random sampling to calculate the total

population of respondent per year level. Simple random sampling techniques are used in

the engagement of the respondents. This sampling is a type of purposive sampling

technique that it requires analysis of the whole population having a specific set of

features. This also applies to the target population in which the researcher wants to gather

data and generalize the results of the study.

Nursing Students Number of Respondent Total number of

Respondents
1st year Nursing Students
2nd year Nursing Students
3rd year Nursing Students

Profile of the respondent

RESEARCH INSTRUMENT

In this study, researcher will be using questionnaire. The questionnaire is

consisting of 23 items that fall into 5 sections. The first section has only one question

about the preference to different learning mode for nursing students. Section two tackles

about the different factors that could affect online learning, the third section focuses on

performance of the student nurses in their return demonstration that is why only 2 nd year

and 3rd year can answer this section, the fourth section ask about the effects of student –

teacher relationship during online class and last section is a general question about

continuing online learning for the next school year. From section two to five the
researcher will be using 5 point Likert scale while the first section we will be using 4

multiple choice.

VALIDATION OF THE INSTRUMENT

The validation of the instrument is done by the researchers and approved by their

research advisor and its constituents. To further validate the questionnaire pilot testing

will be done to check the feasibility of the questionnaire.

DATA GATHERING PROCEDURE

Prior to data collection the researchers wrote a letter to the Dean to ask permission

to conduct the survey. Approved questionnaires were prepared and distributed online

which will be accessed through the Google forms. Participants who agreed to cooperate

were sent the link to open the survey forms for them answer. The researchers showed

their consent to the participants so that they will be assured about their rights. After

answering, all the questionnaires were retrieved and collated. After which when the target

number of participant is done, the researchers can now analyze the raw data.
Data Gathering Flowchart
STATISTICAL TREATMENT OF DATA

The data to be gathered in this study will be subjected to the following statistical

treatment:

Σf
WM= N

Where:

WM=Weighted mean

Σ=summation

f=frequency

N=total number of respondents

The summation would be the number of tally that will be gathered, while the

frequency of each response will be determined on the number of the respondents who

will check in the particular item. Total numbers of respondents were the number of

clients that will answer the questionnaires.

 APENDIX A

Questionnaire/ Guide Question

Name (optional): Sex:

Course and Year: Age:

Instruction:

The following are the question regarding on the effectiveness and readiness of online
learning to nursing students. Read each statement carefully and put a tick on your answer
that best describe your situation.

I. Learners preference to different learning mode

1. After experiencing flexible learning and face – to – face learning. What mode
of learning do you prefer?

a. Only face – to – face learning.

b. Only online learning.
c. Blended face – to – face learning with online learning.
d. Neither face – to – face learning nor online learning.

II. Factors effecting online learning

Factors 1 2 3 4 5
Never Seldom Sometimes Ofte Always
n
A. Internet and Computer Access
1. I only use my
laptop/computer to attend
my online class.
2. I only use my smart phone
to attend my online class.
3. I either use my
laptop/computer or smart
phone to attend online
class.
4. I use LAN or Wi-Fi
connection to attend online
class.
5. I use mobile data to attend
 online class.
6. I either use LAN/ Wi-Fi
connection or mobile data
to attend online class
B. Motivation
1. I think that I would be able
to remain motivated even
though my instructor is not
online at times.
2. I think that I would able to
complete my work even
there are online distraction.
(youtube, faceboook, etc.)
3. I think that I would able to
complete my work even
when there is distraction at
my home. (TV, noise,
chores, etc.)
C. Understanding and Interest
1. I am interested in the
lecture topic.
2. The lecture’s content is
comprehensive.
3. The amount of assignment/
activity is just right.
4. I find hard to understand
the lecture even if my
instructor provide visual
aid and additional example.

III. Performance of 2nd year and 3rd year in their return demonstration in RLE
Instruction: In this section only second year and third year can answer the
following question if you are first year please proceed to Section IV.

1 2 3 4 5
Never Seldom Sometimes Often Always
1. I can understand the
checklist given .
2. I still need to review the
video of demonstration
given by our instructor or
search online to be able to
understand the checklist.
3. I have confident in taking
video for my return
 demonstration.
4. It takes 3 and more takes
to finish recording my
return demonstration.

IV. Effects of student – teacher relationship during online learning

1 2 3 4 5
Never Seldom Sometimes Often Always
1. My instructor has a
positive attitude on daily
basis.
2. I am able to ask for
assistance without fear of
rejection.
3. My instructor makes
teaching attractive by
showing how theory is
implemented in the real
world.
4. My instructor expectations
are high, clear and fair for
all students.

V. Preference of student of learning mode of next school year

Instruction: Put a check or tick on the space provided.

1. Do you still want to continue online learning for next school year?
_____ Strongly Agree
_____ Disagree
_____ Neutral
_____ Agree
_____ Strongly Agree
 REFERENCE

Anshari, M., Alas, Y., Yunus, N., Sabtu, N.I. and Hamid, M.H. (2016), “Online learning:

trends, issues, and challenges in the big data era”, Journal of e-Learning and

Knowledge Society, Vol. 12 No. 1, pp. 121-134.

DepEd (2020). Official Statement Department of Education. Retrieved from

https://www.deped.gov.ph/2020/05/06/official-statement-2/

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis.

Journal of Educational Technology Systems, 49(1), 5-22.

doi:10.1177/0047239520934018

Facts and Stats that Reveal the Power of eLearning Infographic - e-Learning

Infographics. (2016, December 29). Retrieved September 25, 2020, from

https://elearninginfographics.com/facts-stats-reveal-power-elearning-infographic/

InstructionalDesign.org (2018, November 30). Andragogy (Malcolm Knowles).

Retrieved September 26, 2020, from

https://www.instructionaldesign.org/theories/andragogy/

Li Li, K. C., Lee, L. Y., Wong, S., Yau, I. S., & Wong, B. T. (2017). Mobile learning in

nursing education: Catering for students and teachers’ needs. Asian Association of

Open Universities Journal, 12(2), 171-183. doi:10.1108/aaouj-04-2017-0027

L., & Lee, L. (2016). Computer Literacy and Online Learning Attitude toward GSOE

Students in Distance Education Programs. Higher Education Studies, 6(3), 147.

doi:10.5539/hes.v6n3p147

Nguyen, T. (2015, June). The Effectiveness of Online Learning: Beyond No Significant

Difference and Future Horizons (PDF). Retrieved September 25, 2020, from

https://www.researchgate.net/publication/308171318_The_Effectiveness_of_Onlin

e_Learning_Beyond_No_Significant_Difference_and_Future_Horizons

Paul, J., & Jefferson, F. (2019). A Comparative Analysis of Student Performance in an

Online vs. Face-to-Face Environmental Science Course From 2009 to 2016.

Frontiers in Computer Science, 1. doi:10.3389/fcomp.2019.00007

Pourghaznein, T., Sabeghi, H., & Shariatinejad, K. (2015, January 25). Effects of e-

learning, lectures, and role playing on nursing students' knowledge acquisition,

retention and satisfaction. Retrieved September 26, 2020, from

https://europepmc.org/article/PMC/4431360

Subedi S, Nayaju S, Subedi S et.al (2020). Impact of E-learning during COVID-19

pandemic among nursing students and teachers of Nepal. International Journal of

Science & Healthcare Research.; 5(3): 68-76.

Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the

Philippines: The New Normal. International Journal of Pedagogical Development

and Lifelong Learning, 1(1). doi:10.30935/ijpdll/8311