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Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic

The COVID-19 pandemic required schools to transition courses to an online platform. This shift to Emergency Remote Teaching (ERT) created gaps in the literature about its impact on students. The purpose of this study was to test the relationship between learner and instructional attributes and learn...

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Detalles Bibliográficos
Autores principales: Lengetti, Evelyn, Cantrell, Mary Ann, DellaCroce, Nicole, Diewald, Lisa, Mensinger, Janell L., Shenkman, Rebecca
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Organization for Associate Degree Nursing. Published by Elsevier Inc. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8442533/
https://www.ncbi.nlm.nih.gov/pubmed/34539284
http://dx.doi.org/10.1016/j.teln.2021.07.004
Descripción
Sumario:The COVID-19 pandemic required schools to transition courses to an online platform. This shift to Emergency Remote Teaching (ERT) created gaps in the literature about its impact on students. The purpose of this study was to test the relationship between learner and instructional attributes and learner satisfaction with ERT. A modified version of the Student Satisfaction Survey assessed learner and instructional attributes and learner satisfaction among a convenience sample of 12 graduate and 83 undergraduate nursing students. Open-ended questions assessed students’ responses to their satisfaction with ERT. Multiple regression analysis was used to test associations of learner and instructional attributes with student satisfaction. Overall satisfaction with ERT was neutral with a mean of 2.76 on a 1 to 5 scale; students rated instructional attributes higher with a mean of 3.64. Instructional engagement/technology use (single factor) and learner technology competence were associated with student satisfaction, beta = 0.93(0.09), p<.001; beta = 0.24(0.09), p = .008, respectively. Between-class technology use and prior experience with online courses were not associated with student satisfaction, beta = -0.08(0.09), p = .379, beta = 0.26(0.15), p = .079, respectively. Qualitative findings revealed faculty engagement was a major determinant in learner satisfaction with ERT. Supporting faculty competence for the use of technology may increase learner satisfaction with ERT.