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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...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Organization for Associate Degree Nursing. Published by Elsevier Inc.
2021
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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. |
format | Online Article Text |
id | pubmed-8442533 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Organization for Associate Degree Nursing. Published by Elsevier Inc. |
record_format | MEDLINE/PubMed |
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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