Online Tools and Instructional Methods Used in Distance Learning on the Motivation and Attitudes of Nursing Students During COVID-19 Pandemic: A Cross-sectional Study

Abstract

Aim: This study aims to determine the effects of online tools and instructional methods used in distance education on the motivation and attitudes of nursing students. Material and Method: This descriptive and cross-sectional study was carried out with 280 students studying in the nursing department of a university in Turkey. Data were collected between March and June 2021 through Google docs, including the Demographic form, The Instructional Materials Motivation Survey, and The Attitude Scale towards Distance Education. Results: It was found that the satisfaction of nursing students from distance education (5±2.42), their motivation for instructional materials (81.50±15.92), and their attitudes towards distance education (98.96±20.32) were at a moderate level. Among instructional methods of distance education, video assignment was found to have a significant relationship with motivation for instructional materials (t=2.534, p=0.012), and case study was found to be significantly correlated with the attitude towards distance education (z=-2.262, p=0.024). The attitudes of students towards distance education were found to be positively correlated with their motivation for instructional materials (r=0.521, p=0.000), age (r=0.158, p=0.008), satisfaction (r=0.665, p=0.000) and grade (r=0.154, p=0.010). They were found to be negatively correlated with online class hours (r=-0.129, p=0.031). Conclusion: The results of this study showed that the students’ attitudes towards distance education were more positive as their motivation for instructional materials, age, satisfaction, and grades increased, and their attitudes were more negative as their online class hours were prolonged.

Keywords

• attitude
• distance education
• motivation
• nursing student; online tools

References

1. 1. World Health Organization. Rolling updates on coronavirus disease (COVID-19) Events as they happen, https://www.who. int/emergencies/diseases/novel-coronavirus-2019/events-asthey-happen; 2019 [accessed 31.07.2020]
2. 2. Kaup S, Jain R, Shivalli S, Pandey S, Kaup S. Sustaining academics during COVID-19 pandemic: the role of online teaching-learning. Indian J Ophthalmol 2020;68(6):1220. doi: 10.4103/ijo.IJO_1241_20
3. 3. Council of Higher Education. Press briefing (March 26, 2020). https://www.yok.gov.tr/Sayfalar/Haberler/2020/ YKS%20Ertelenmesi%20Bas%C4%B1n%20 A%C3%A7%C4%B1klamas%C4%B1.aspx; 2020 [accessed 20.05.2022]
4. 4. Mucuk S, Ceyhan Ö, Kartın PT. COVID-19 Pandemi Sürecinde Uzaktan Hemşirelik Eğitimi: Ulusal Deneyim. İzmir Kâtip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 2021;6(1):33–6.
5. 5. Allen IE, Seaman J. Changing course: Ten years of tracking online education in the United States. Newburyport, MA: Sloan Consortium; 2013.
6. 6. Dhawan S. Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems 2020;49(1): 5–22. doi: 10.1177/0047239520934018
7. 7. Suliman WA, Abu-Moghli FA, Khalaf I, Zumot AF, Nabolsi M. Experiences of nursing students under the unprecedented abrupt online learning format forced by the national curfew due to COVID-19: A qualitative research study. Nurse Educ Today 2021;100:104829. doi: 10.1016/j.nedt.2021.104829
8. 8. Dost S, Hossain A, Shehab M, Abdelwahed A, Al-Nusair L. Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ Open 2020;10(11): e042378. doi: 10.1136/bmjopen-2020-042378

9. 9. Langegård U, Kiani K, Nielsen SJ, Svensson PA. Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC Nurs 2021;20(1):1–10. doi: 10.1186/s12912-021-00542-1
10. 10. Boling EC, Hough M, Krinsky H, Saleem H, Stevens M. Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet High Educ 2012;15(2):118–26. doi: 10.1016/j.iheduc.2011.11.006
11. 11. Becerra BLG, Almendra MPR.Measuring student motivation in a statistics course supported by podcast using Reduced Instructional Materials Motivation Survey (RIMMS). In 2020 X International Conference on Virtual Campus (JICV), pp. 1–4. IEEE. doi: 10.1109/JICV51605.2020.9375823
12. 12. Ucar H, Kumtepe AT. Use of ARCS-V motivational design model in online distance education. In Society for Information Technology & Teacher Education International Conference 2016; pp. 55–60. Association for the Advancement of Computing in Education (AACE).
13. 13. Zhu Y, Zhang JH, Au W, Yates G. University students’ online learning attitudes and continuous intention to undertake online courses: A self-regulated learning perspective. Educ Technol Res Dev 2020;68(3):1485–519. doi: 10.1007/s11423-02009753-w
14. 14. Tavşancıl E. Tutumların ölçülmesi ve SPSS ile veri analizi. 5. Basım. Nobel Yayın Dağıtım; 2014:1–230.
15. 15. Yıldırım S, Yıldırım G, Çelik E, Karaman S. Uzaktan Eğitim Öğrencilerinin Uzaktan Eğitime Yönelik Görüşleri: Bir Ölçek Geliştirme Çalışması. Eğitim ve Öğretim Araştırmaları Dergisi 2014;3(3):365–70.
16. 16. Keskin Kızıltepe S, Kurtgöz A. Determination of nursing students’ attitudes and views towards distance learning during the covid-19 pandemic process. Journal of International Social Research 2020;13(74):558–66.
17. 17. Cao W, Fang Z, Hou G, Han M, Xu X, Dong J, Zheng J. The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Res 2020;287:112934. doi: 10.1016/j.psychres.2020.112934
18. 18. Lee J. Mental health effects of school closures during COVID-19. Lancet Child Adolesc Health 2020;395:912–20. doi: 10.1016/S2352-4642(20)30109-7
19. 19. Wang C, Cheng Z, Yue XG, McAleer M. Risk management of COVID-19 by universities in China. Journal of Risk and Financial Management 2020;13(2):36. doi: 10.3390/ jrfm13020036
20. 20. Wang X, Cheng Z. Cross-sectional studies: strengths, weaknesses, and recommendations. Chest 2020;158(1):S6571. doi: 10.1016/j.chest.2020.03.012
21. 21. Kışla T. Uzaktan Eğitime Yönelik Tutum Ölçeği Geliştirme Çalışması. Ege Eğitim Dergisi 2016;17(1):258–71.
22. 22. Kutu H, Sözbilir M. Öğretim Materyalleri Motivasyon Anketinin Türkçeye Uyarlanması: Güvenirlik ve Geçerlik Çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 2011;5(1):292–312.
23. 23. Allo MDG. Is the online learning good in the midst of Covid-19 pandemic? The case of EFL learners. Jurnal Sinestesia 2020;10(1):1–10.
24. 24. Guven Ozdemir N, Sonmez M. The relationship between nursing students’ technology addiction levels and attitudes toward e-learning during the COVID-19 pandemic: A crosssectional study. Perspect Psychiatr Care 2021;57(3):1442–48. doi: 10.1111/ppc.12710
25. 25. Oducado RM, Estoque H. Online learning in nursing education during the COVID-19 pandemic: stress, satisfaction, and academic performance. Int J Clin Prac 2021;4(2):143–53. doi:10.30994/jnp.v4i2.128
26. 26. Nayci Ö. Online learning readiness of associate degree students and their experiences regarding online learning process. International Journal of Eurasian Education and Culture 2021;6(12):235–85. doi: 10.35826/ijoecc.324.
27. 27. Agarwal S, Kaushik JS. Student’s perception of online learning during COVID pandemic. Indian J Pediatr 2020;87(7):554. doi: 10.1007/s12098-020-03327-7
28. 28. Epstein I, Baljko M, Thumlert K, et al. “A video of myself helps me learn”: a scoping review of the evidence of video-making for situated learning. International Journal for the Scholarship of Teaching and Learning 2020;14(1):9. doi: 10.20429/ ijsotl.2020.140109
29. 29. Palmer TJ, Chisholm LJ, Rolf CG, Morris CR. Deliberate practice and self-recorded demonstration of skill proficiency: One baccalaureate nursing school’s response to the COVID-19 pandemic. Nurse Education in Practice 2021;53:103071. doi: 10.1016/j.nepr.2021.103071
30. 30. Calloway SJ, Young CS, Ward-Smith P, Paulsen L. Management of mental disorders in primary care: The impact of case based learning on nurse practitioner student role perception and stigmatizing attitudes. Nurse Education in Practice 2017;25:439. doi: 10.1016/j.nepr.2017.04.009
31. 31. Mackavey C, Cron S. Innovative strategies: Increased engagement and synthesis in online advanced practice nursing education. Nurse Educ Today 2019;76:85–8. doi: 10.1016/j. nedt.2019.01.010
32. 32. Karabulut N, Aktaş YY, Alemdar DK. The relationship of clinical learning environment to nursing students’ academic motivation. Kontakt 2015;17(1):6–12. doi: 10.1016/j. kontakt.2015.01.003
33. 33. Yardimci F, Bektaş M, Özkütük N, Muslu GK, Gerçeker GÖ, Başbakkal Z. A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems. Nurse Educ Today 2017;48:13–8. doi: 10.1016/j.nedt.2016.09.017
34. 34. Afşar B, Büyükdoğan B. COVID-19 Pandemisi döneminde İİBF ve SBBF öğrencilerinin uzaktan eğitim hakkındaki değerlendirmeleri. Karatay Sosyal Araştırmalar Dergisi 2020;(5):161–82.
35. 35. Bertiz Y, Karoğlu AK. Distance education students’ cognitive f lexibility levels and distance education motivations. IJRES 2020;6(4): 638–48. doi: 10.46328/ijres.v6i4.1022
36. 36. Aguilera-Hermida AP, Quiroga-Garza A, Gómez-Mendoza S, Del Río Villanueva CA, Avolio Alecchi B, Avci D. Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies 2021;26(6):682345. doi: 10.1007/s10639-021-10473-8