Generated Themes of E-learning: Exploration of Students’ Challenges During Covid-19

Pushpamala Ramaiah; Nahla A Tayyib; Fatmah J Alsolami; Grace M Lindsay; Hayam I Asfour; Mohammad S Alshmemri; Sanaa A Alsulami

doi:10.17485/IJST/v14i14.425

Article

Generated Themes of E-learning: Exploration of Students’ Challenges During Covid-19

VIEWS 1872
PDF 299

Indian Journal of Science and Technology

DOI: 10.17485/IJST/v14i14.425

Year: 2021, Volume: 14, Issue: 14, Pages: 1133-1138

Original Article

Generated Themes of E-learning: Exploration of Students’ Challenges During Covid-19

Pushpamala Ramaiah^1*, Nahla A Tayyib¹, Fatmah J Alsolami¹, Grace M Lindsay¹, Hayam I Asfour¹, Mohammad S Alshmemri¹, Sanaa A Alsulami¹

¹Faculty of Nursing, Umm Al-Qura University, Mecca, 21955, Saudi Arabia. Tel.: +966534318424

*Corresponding Author
Tel: +966534318424
Email: [email protected]

Received Date:11 March 2021, Accepted Date:07 April 2021, Published Date:26 April 2021

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Objective: To explore the perception of undergraduate nursing students of second-year courses regarding e-learning experiences, competencies, interests, and values and obtain suggestions for improving such practices organized during the pandemic crisis of Covid-19. Methodology: The present crosssectional descriptive study design attempted to investigate the undergraduate nursing students’ experiences related to the quality dimensions of e-learning. Data were collected from 121 undergraduate students of a University in Saudi Arabia who completed a set of reflective questions. Findings: Four themes were generated; instructional immediacy, Self-confidence, Innovative navigation, High Versus Low Stakes Assignments, including the advantages, challenges, and recommendations, are also discussed. Novelty: The article demonstrates the domains of challenges that might impact students’ experiences during e-learning amid Covid-19.

Keywords: Students experiences; E-learning; Covid-19; quality; generated themes

References

Chen C. Students’ perceptions about e-learning in higher education institution A-Case Study. 2016. Available from: https://repository.stcloudstate.edu/im_etds/8/
Basak SK, Wotto M, Bélanger P. E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media. 2018;15(4):191–216. Available from: https://dx.doi.org/10.1177/2042753018785180
ATN, Pushpamala R, Mohammad SA, Fatmah JA, Grace ML, AAS, et al. Asfour Hayam I. Faculty members' readiness implementing e-learning in higher education Saudi Universities: A cross-sectional study. Indian Journal of Science and Technology. 2020;13(25):2558–2564. Available from: https://doi.org/ 10.17485/IJST/v13i25.828
The Covid-19 pandemic has changed education forever. World Economic Forum. 2020.
Kahn P, Everington L, Kelm K, Reid I, Watkins F. Understanding student engagement in online learning environments: the role of reflexivity. Educational Technology Research and Development. 2017;65:203–218. Available from: https://dx.doi.org/10.1007/s11423-016-9484-z
Kala S, Isaramalai Sa, Pohthong A. Electronic learning and constructivism: A model for nursing education. Nurse Education Today. 2010;30(1):61–66. Available from: https://dx.doi.org/10.1016/j.nedt.2009.06.002
Arab News 2020. Available from: https://www.arabnews.com/node/1645091/middle-east2020
Abbasi S, Ayoob T, Malik A. Shabnam Iqbal Memon. Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Science. 2020;36:19–23. doi: 10.12669/pjms.36.COVID19-S4.2766
Frazer C, Sullivan DH, Weatherspoon D, Hussey L. Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality. Nursing Research and Practice. 2017;p. 1–6. Available from: https://dx.doi.org/10.1155/2017/9374189
Alharbi HA, Almutairi AF, Alhelih EM, Alshehry AS. The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey. Nursing Research and Practice. 2017;p. 1–7. Available from: https://dx.doi.org/10.1155/2017/3090387
Stephanie JB, Claire M. Student Experiences in Online Courses: A Qualitative Research Synthesis. Quarterly Review of Distance Education. 13(2):77–85. Available from: https://eric.ed.gov/?id=EJ1005840
Shahmoradi L, Changizi V, Mehraeen E, Bashiri A, Jannat B, Hosseini M. The challenges of E-Learning system: Higher educational institutions perspective. Journal of Education and health promotion. 2018;7(116). doi: 10.4103/jehp.jehp_39_18
Wu FL, Tai HC, Sun JC. Self-management Experience of Middle-aged and Older Adults With Type 2 Diabetes: A Qualitative Study. Asian Nursing Research. 2019;13(3):209–215. Available from: https://dx.doi.org/10.1016/j.anr.2019.06.002
Liang SY, Chuang YH, Wu SF. Preliminary application of content analysis to qualitative nursing data. Journal of Nursing. 2012;59(5):84–90. doi: 10.6224/JN.59.5.84
Lorelli S, Nowell JM, White DN, Moulles JN. Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of qualitative methods. 2017;16:1–13. Available from: https://doi.org/10.1177/1609406917733847
Rahim MN, Chandran SSC. Investigating EFL Students’ Perceptions on E-learning Paradigm-Shift During Covid-19 Pandemic. Elsya : Journal of English Language Studies. 2021;3(1):56–66. Available from: https://dx.doi.org/10.31849/elsya.v3i1.5949
Fahara MF, Castro AL. Teaching Strategies to Promote Immediacy in Online Graduate Courses. Open Praxis. 2015;7(4):363–376. Available from: https://dx.doi.org/10.5944/openpraxis.7.4.228
Walkem K. Instructional immediacy in elearning. Collegian. 2014;21(3):179–184. Available from: https://dx.doi.org/10.1016/j.colegn.2013.02.004
Gawad AMA, Al-Masaud AKK. Impediments of Activating E-Learning in Higher Education Institutions in Saudi Arabia. International Journal of Advanced Computer Science and Applications. 2014;5(4):12–18. Available from: https://dx.doi.org/10.14569/ijacsa.2014.050403
Alshehri AM. Quality management and medical education in Saudi Arabia. Quality management and practices. 2012;p. 67–86.
Salah AF. Students’ perception of e-learning in Arab society: Kuwait University as a case study. E- Learning. 2018;5(4):418–428.
Kaisara G, Bwalya KJ. Investigating the E-Learning Challenges Faced by Students during Covid-19 in Namibia. International Journal of Higher Education. 2020;10(1):308. Available from: https://dx.doi.org/10.5430/ijhe.v10n1p308
Back DA, Behringer F, Haberstroh N, Ehlers JP, Sostmann K, Peters H. Learning management system and e-learning tools: an experience of medical students' usage and expectations. International Journal of Medical Education. 2016;7:267–273. Available from: https://dx.doi.org/10.5116/ijme.57a5.f0f5
Warnock S. Frequent, low stakes grading: Assessment for communication, confidence. Faculty focus. Madison, WI. Magna Publications. 2013.
Kahn P, Everington L, Kelm K, Reid I, Watkins F. Understanding student engagement in online learning environments: the role of reflexivity. Educational Technology Research and Development. 2017;65:203–218. Available from: https://dx.doi.org/10.1007/s11423-016-9484-z
More NB. Student attitude towards the integration of you tube in online, hybrid, and web assisted courses: An examination of the impact of course modality on perception. Journal of Online Learning and Teaching. 2015;11(1):55–73.
Holmes N. Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education. 2015;40:1–14. Available from: https://dx.doi.org/10.1080/02602938.2014.881978
Rigby L, Wilson I, Baker J, Walton T, Price O, Dunne K. The development and evaluation of a ‘blended’ enquiry based learning model for mental health nursing students: “making your experience count”. Nurse Education Today. 2012;32(3):303–308. Available from: https://dx.doi.org/10.1016/j.nedt.2011.02.009
Kohnke L, Moorhouse BL. Adopting HyFlex in higher education in response to COVID-19: students’ perspectives. Open Learning: The Journal of Open, Distance and e-Learning. 2021;p. 1–4. Available from: https://doi.org/10.1080/02680513.2021.1906641
Arbour MW, Nypaver CF, Wika JC. Innovative Uses of Technology in Online Midwifery Education. Journal of Midwifery & Women's Health. 2015;60(3):278–282. Available from: https://dx.doi.org/10.1111/jmwh.12291
Roy H, Roy K, Saha S. Asis Kumar Ghosal. Study on Students’ Perceptions for Online Zoom-app Flipped Class Sessions on Anatomy Organised during the Lockdown Period of Covid-19 Epoch. Journal of Clinical and Diagnostic Research. 2020;14(6):1–4.
Tayyib NA, Ramaiah P, Alshmemri MS, Ali HYS, Asfour HI, Alsolami FJ, et al. Attitude of Faculty members towards E-Learning in Saudi Universities: A Cross Sectional Study. Journal of Liaquat University of Medical and Health Sciences. 2020;19(4):291–296.

Copyright

© 2021 Pushpamala Ramaiah et al.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 author and source are credited. Published By Indian Society for Education and Environment (iSee)