Effect of blended self-directed learning on nursing students: Quasi-experimental approach
BACKGROUND: Higher education institutions are adapting and innovating like never before to provide highly individualized learning environments for both traditional and non-traditional students. This seismic upheaval in the higher education landscape is being observed across the world. The present st...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2023-01-01
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| Series: | Journal of Education and Health Promotion |
| Subjects: | |
| Online Access: | http://www.jehp.net/article.asp?issn=2277-9531;year=2023;volume=12;issue=1;spage=229;epage=229;aulast= |
| _version_ | 1827861894699941888 |
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| author | Subhashini N Govindan Harvinder K. D. Singh Lee W Ling Mahendran Sekar |
| author_facet | Subhashini N Govindan Harvinder K. D. Singh Lee W Ling Mahendran Sekar |
| author_sort | Subhashini N Govindan |
| collection | DOAJ |
| description | BACKGROUND: Higher education institutions are adapting and innovating like never before to provide highly individualized learning environments for both traditional and non-traditional students. This seismic upheaval in the higher education landscape is being observed across the world. The present study aimed to evaluate the effectiveness of a blended learning approach on nursing students' self-directed learning readiness.
MATERIALS AND METHODS: This study is a quasi-experimental approach in which a non-equivalent control group was used in a post-test design. A comparison was carried out with two separate semester cohort students representing the control and intervention groups which had 24 and 30 students, respectively. This study included first-year nursing students that enrolled in a course called “Anatomy and Physiology” course of nursing education at a private university. The control group received all their teaching face-to-face, and the intervention group used information technology and prescribed activities in their online e-book. The self-directed learning readiness (SDLR) tool measures the learners' readiness in self-directed learning in both groups. This scale comprises three subscales which are “self-management,” “desire for learning,” and “self-control.” An independent-samples t-test was conducted to compare self-directed learning readiness in the control and intervention groups. Data were analyzed using IBM SPSS Statistics 25 software to measure the independent t-test.
RESULTS: The self-directed readiness scores were significantly higher in the intervention group with P = 0.019. The intervention group showed a higher mean value on the subscales of self-management and self-control, which demonstrated a significant difference with P values of 0.018 and 0.028, respectively. The subscale desire for learning was insignificant with a P value of 0.166.
CONCLUSION: This study concluded that the overall results demonstrate that incorporating blended learning using e-books for anatomy and physiology courses in nursing education can contribute to students' readiness for self-directed learning. Specifically, the blended learning teaching and learning strategy had a positive impact on nursing students' capacity for self-management and self-control. |
| first_indexed | 2024-03-12T13:45:44Z |
| format | Article |
| id | doaj.art-07c1109fdb954059be4589f6b478d7d1 |
| institution | Directory Open Access Journal |
| issn | 2277-9531 |
| language | English |
| last_indexed | 2024-03-12T13:45:44Z |
| publishDate | 2023-01-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Journal of Education and Health Promotion |
| spelling | doaj.art-07c1109fdb954059be4589f6b478d7d12023-08-23T09:11:41ZengWolters Kluwer Medknow PublicationsJournal of Education and Health Promotion2277-95312023-01-0112122922910.4103/jehp.jehp_209_23Effect of blended self-directed learning on nursing students: Quasi-experimental approachSubhashini N GovindanHarvinder K. D. SinghLee W LingMahendran SekarBACKGROUND: Higher education institutions are adapting and innovating like never before to provide highly individualized learning environments for both traditional and non-traditional students. This seismic upheaval in the higher education landscape is being observed across the world. The present study aimed to evaluate the effectiveness of a blended learning approach on nursing students' self-directed learning readiness. MATERIALS AND METHODS: This study is a quasi-experimental approach in which a non-equivalent control group was used in a post-test design. A comparison was carried out with two separate semester cohort students representing the control and intervention groups which had 24 and 30 students, respectively. This study included first-year nursing students that enrolled in a course called “Anatomy and Physiology” course of nursing education at a private university. The control group received all their teaching face-to-face, and the intervention group used information technology and prescribed activities in their online e-book. The self-directed learning readiness (SDLR) tool measures the learners' readiness in self-directed learning in both groups. This scale comprises three subscales which are “self-management,” “desire for learning,” and “self-control.” An independent-samples t-test was conducted to compare self-directed learning readiness in the control and intervention groups. Data were analyzed using IBM SPSS Statistics 25 software to measure the independent t-test. RESULTS: The self-directed readiness scores were significantly higher in the intervention group with P = 0.019. The intervention group showed a higher mean value on the subscales of self-management and self-control, which demonstrated a significant difference with P values of 0.018 and 0.028, respectively. The subscale desire for learning was insignificant with a P value of 0.166. CONCLUSION: This study concluded that the overall results demonstrate that incorporating blended learning using e-books for anatomy and physiology courses in nursing education can contribute to students' readiness for self-directed learning. Specifically, the blended learning teaching and learning strategy had a positive impact on nursing students' capacity for self-management and self-control.http://www.jehp.net/article.asp?issn=2277-9531;year=2023;volume=12;issue=1;spage=229;epage=229;aulast=blended learninge-booknursing studentsself-directed learninguniversity |
| spellingShingle | Subhashini N Govindan Harvinder K. D. Singh Lee W Ling Mahendran Sekar Effect of blended self-directed learning on nursing students: Quasi-experimental approach Journal of Education and Health Promotion blended learning e-book nursing students self-directed learning university |
| title | Effect of blended self-directed learning on nursing students: Quasi-experimental approach |
| title_full | Effect of blended self-directed learning on nursing students: Quasi-experimental approach |
| title_fullStr | Effect of blended self-directed learning on nursing students: Quasi-experimental approach |
| title_full_unstemmed | Effect of blended self-directed learning on nursing students: Quasi-experimental approach |
| title_short | Effect of blended self-directed learning on nursing students: Quasi-experimental approach |
| title_sort | effect of blended self directed learning on nursing students quasi experimental approach |
| topic | blended learning e-book nursing students self-directed learning university |
| url | http://www.jehp.net/article.asp?issn=2277-9531;year=2023;volume=12;issue=1;spage=229;epage=229;aulast= |
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