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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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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
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author Lengetti, Evelyn
Cantrell, Mary Ann
DellaCroce, Nicole
Diewald, Lisa
Mensinger, Janell L.
Shenkman, Rebecca
author_facet Lengetti, Evelyn
Cantrell, Mary Ann
DellaCroce, Nicole
Diewald, Lisa
Mensinger, Janell L.
Shenkman, Rebecca
author_sort Lengetti, Evelyn
collection PubMed
description 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.
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spelling pubmed-84425332021-09-15 Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic Lengetti, Evelyn Cantrell, Mary Ann DellaCroce, Nicole Diewald, Lisa Mensinger, Janell L. Shenkman, Rebecca Teach Learn Nurs Article 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. Organization for Associate Degree Nursing. Published by Elsevier Inc. 2021-10 2021-07-27 /pmc/articles/PMC8442533/ /pubmed/34539284 http://dx.doi.org/10.1016/j.teln.2021.07.004 Text en © 2021 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Article
Lengetti, Evelyn
Cantrell, Mary Ann
DellaCroce, Nicole
Diewald, Lisa
Mensinger, Janell L.
Shenkman, Rebecca
Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic
title Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic
title_full Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic
title_fullStr Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic
title_full_unstemmed Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic
title_short Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic
title_sort learning environment and evidence among professionals and students satisfaction (leaps), experienced during the covid-19 pandemic
topic Article
url 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
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