How Attitudes Towards E-Learning Affected the Academic Achievement During the Covid-19 Pandemic: an Example of a Nursing Skills Teaching

dc.authorscopusid 57205732895
dc.authorscopusid 56047916200
dc.authorscopusid 58067067700
dc.contributor.author Kisacik,O.G.
dc.contributor.author Sonmez,M.
dc.contributor.author Ozdas,A.
dc.contributor.other Nursing
dc.date.accessioned 2024-07-05T15:50:23Z
dc.date.available 2024-07-05T15:50:23Z
dc.date.issued 2023
dc.department Atılım University en_US
dc.department-temp Kisacik O.G., Faculty of Health Sciences, Afyonkarahisar Health Science University, Afyonkarahisar, Turkey; Sonmez M., Faculty of Health Sciences, Atilim University, Ankara, Turkey; Ozdas A., Faculty of Health Sciences, Afyonkarahisar Health Science University, Afyonkarahisar, Turkey en_US
dc.description.abstract It is known that the students’ attitudes toward e-learning are an important factor in achieving the targeted learning achievement. The aim of the study was to determine the relationship between attitudes toward e-learning and the academic achievements. This cross-sectional and correlational study was conducted with a total of 135 first-year nursing students. Data were collected via Student Information Form, General Attitudes toward E-Learning Scale, Vital Signs Skills Laboratory Practice Assessment Videos. Two-Way ANOVA, Pearson correlation analysis, multiple linear regression analysis were used to analyze the data. The total mean score of the first-year NSs’ general attitude scale toward e-learning was found to be 52.58±15.93. A statistically negative correlation was found between the “avoidance of e-learning” factor and the NSs’ vital signs skills general achievement scores (r= -0.185; p=.035). Gender (β1= 5.399, p= 0.001), receiving adequate counseling and help on using the e-learning platform (β1= 4.895, p= 0.022) and avoidance of e-learning (β1= -0.222 p= 0.046) explained 20.9% of the variance in vital signs overall achievement score. The results showed that negative attitudes and negative satisfaction with e-learning may lead to a decrease in e-learning academic achievement. © 2023,Turkish Online Journal of Distance Education.All Rights Reserved. en_US
dc.identifier.citationcount 0
dc.identifier.doi 10.17718/tojde.1077087
dc.identifier.endpage 144 en_US
dc.identifier.issn 1302-6488
dc.identifier.issue 1 en_US
dc.identifier.scopus 2-s2.0-85146331490
dc.identifier.scopusquality Q2
dc.identifier.startpage 129 en_US
dc.identifier.uri https://doi.org/10.17718/tojde.1077087
dc.identifier.volume 24 en_US
dc.institutionauthor Sönmez, Münevver
dc.language.iso en en_US
dc.publisher Anadolu Universitesi en_US
dc.relation.ispartof Turkish Online Journal of Distance Education en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.scopus.citedbyCount 2
dc.subject Academic achievement en_US
dc.subject Attitude en_US
dc.subject E-learning en_US
dc.subject Emergency remote learning en_US
dc.subject Nursing skill education en_US
dc.title How Attitudes Towards E-Learning Affected the Academic Achievement During the Covid-19 Pandemic: an Example of a Nursing Skills Teaching en_US
dc.type Article en_US
dspace.entity.type Publication
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relation.isOrgUnitOfPublication.latestForDiscovery e886e794-386d-4406-82ee-8eecb54d2873

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