Construction of an instrument to measure student information and communication technology skills, experience and attitudes to e-learning

Students' experience of online learning during the COVID-19 pandemic: A province-wide survey study

Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID-19 pandemic. Even though online learning research has been advancing in uncovering student experiences in various settings (i.e., tertiary, adult, and professional education), very little progress has been achieved in understanding the experience of the K-12 student population, especially when narrowed down to different school-year segments (i.e., primary and secondary school students). This study explores how students at different stages of their K-12 education reacted to the mandatory full-time online learning during the COVID-19 pandemic. For this purpose, we conducted a province-wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. We performed cross-tabulation and Chi-square analysis to compare students' online learning conditions, experiences, and expectations. Results from this survey study provide evidence that students' online learning experiences are significantly different across school years. Foremost, policy implications were made to advise government authorises and schools on improving the delivery of online learning, and potential directions were identified for future research into K-12 online learning.

The relationship between nursing students' technology addiction levels and attitudes toward e-learning during the COVID-19 pandemic: A cross-sectional study

PURPOSE

This study aimed to determine the relationship between nursing students' levels of technology addiction and their attitudes toward e-learning during the COVID-19 pandemic.

DESIGN AND METHODS

The study had a cross-sectional design and was conducted at a Department of Nursing in a Faculty of Health Sciences in Turkey. The study sample consisted of 434 nurses chosen by stratified sampling method.

FINDINGS

The nursing students had a low level of technology addiction and mildly positive attitudes toward e-learning. A statistically positive correlation was found between students' technology addiction and their attitudes toward e-learning (p < 0.01).

PRACTICE IMPLICATIONS

Determining the levels of technology addiction and attitudes toward e-learning in nursing students will help nurse educators in designing curricula and developing e-learning in this area.

Attitudes towards e-learning amongst dental students at the universities in Croatia

AIM

To develop and test the psychometric characteristics of a questionnaire that measures attitudes towards e-learning, as well as to study attitudes about e-learning and to identify variables related to those attitudes amongst dental students.

SUBJECT AND METHODS

The study was conducted from November 2010 to December 2011 at all three Croatian dental schools. A questionnaire entitled 'Attitude Towards e-Learning' consisting of 12 questions about socio-demographic data and 22 statements about attitude towards e-learning was self-administered by 386 students. Factorial analysis and Cronbach's alpha were used to test the psychometric characteristics of the questionnaire. Multiple regression analysis was used to identify variables related to attitudes towards e-learning.

RESULTS

Factorial analysis confirmed two factors: positive attitude and negative attitude, which interpret 58% of the total variance and had good internal consistency of α = 0.852 and 0.668, respectively. The average score of positive attitude was 42 ± 6, indicating a highly positive attitude towards e-learning. The average score of negative attitude was 27 ± 6, indicating minor negative attitude. Higher age and study year, usage of the Internet in education, more frequent usage of Facebook and more attendance of e-courses demonstrated a significant influence on positive attitude towards e-learning (R(2)  = 0.304; P < 0.001). Lower year of study and less frequent attendance of e-courses had a significant influence on negative attitude (R(2)  = 0.268; P < 0.001).

CONCLUSIONS

Dental students have generally positive attitudes towards e-learning. Teachers should adopt strategies to change negative attitudes by introducing more e-learning courses in lower study years and should encourage students to use the Internet in their education and communication with teachers and colleagues.