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The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education
OBJECTIVE: To examine the relationship between perceived stress/digital literacy and student satisfaction in health science college students in the distance education process. METHOD: The cross-sectional study was conducted by collecting data from 842 students. The dependent variable was student sat...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Universidade de São Paulo, Escola de Enfermagem
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10116882/ https://www.ncbi.nlm.nih.gov/pubmed/36082985 http://dx.doi.org/10.1590/1980-220X-REEUSP-2021-0488en |
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author | Vermisli, Sevgi Cevik, Esra Cevik, Celalettin |
author_facet | Vermisli, Sevgi Cevik, Esra Cevik, Celalettin |
author_sort | Vermisli, Sevgi |
collection | PubMed |
description | OBJECTIVE: To examine the relationship between perceived stress/digital literacy and student satisfaction in health science college students in the distance education process. METHOD: The cross-sectional study was conducted by collecting data from 842 students. The dependent variable was student satisfaction in distance education. For the analyses, t-test, ANOVA (post hoc: Bonferroni), and linear regression methods were used. RESULTS: Distance education student satisfaction was 178.21 ± 48.64. Student satisfaction was low among those who think that distance education is not more effective than face-to-face education, live in villages/towns, and have high perceived stress. Student satisfaction was high among those who do not have limited internet access, can access the internet via computer, follow the lessons regularly every week, think distance education is applicable in the health domain, can acquire instant feedback from the instructor, and have increased digital literacy. CONCLUSION: Distance education student satisfaction was found to be moderate. Student satisfaction in distance education increases as perceived stress levels decrease and digital literacy levels increase. |
format | Online Article Text |
id | pubmed-10116882 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Universidade de São Paulo, Escola de Enfermagem |
record_format | MEDLINE/PubMed |
spelling | pubmed-101168822023-04-21 The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education Vermisli, Sevgi Cevik, Esra Cevik, Celalettin Rev Esc Enferm USP Original Article OBJECTIVE: To examine the relationship between perceived stress/digital literacy and student satisfaction in health science college students in the distance education process. METHOD: The cross-sectional study was conducted by collecting data from 842 students. The dependent variable was student satisfaction in distance education. For the analyses, t-test, ANOVA (post hoc: Bonferroni), and linear regression methods were used. RESULTS: Distance education student satisfaction was 178.21 ± 48.64. Student satisfaction was low among those who think that distance education is not more effective than face-to-face education, live in villages/towns, and have high perceived stress. Student satisfaction was high among those who do not have limited internet access, can access the internet via computer, follow the lessons regularly every week, think distance education is applicable in the health domain, can acquire instant feedback from the instructor, and have increased digital literacy. CONCLUSION: Distance education student satisfaction was found to be moderate. Student satisfaction in distance education increases as perceived stress levels decrease and digital literacy levels increase. Universidade de São Paulo, Escola de Enfermagem 2022-09-02 /pmc/articles/PMC10116882/ /pubmed/36082985 http://dx.doi.org/10.1590/1980-220X-REEUSP-2021-0488en Text en https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Original Article Vermisli, Sevgi Cevik, Esra Cevik, Celalettin The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education |
title | The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education |
title_full | The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education |
title_fullStr | The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education |
title_full_unstemmed | The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education |
title_short | The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education |
title_sort | effect of perceived stress and digital literacy on student satisfaction with distance education |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10116882/ https://www.ncbi.nlm.nih.gov/pubmed/36082985 http://dx.doi.org/10.1590/1980-220X-REEUSP-2021-0488en |
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