Determining attitudes toward e-learning: what are the attitudes of health professional students?

Basit Öğe Kaydı
dc.authoridAKGUN, Senay/0000-0002-6604-4343
dc.contributor.authorGullu, Ayla
dc.contributor.authorKara, Mustafa
dc.contributor.authorAkgun, Senay
dc.date.accessioned2024-09-18T20:02:45Z
dc.date.available2024-09-18T20:02:45Z
dc.date.issued2024
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractAim The research was carried out to determine the attitudes of nursing undergraduate students toward e-learning implemented during the COVID-19 pandemic. Subject and methods The study sample consisted of 320 undergraduate students studying at the Faculty of Health Sciences, Nursing Department of a state university. Personal Information Form and the Test of e-Learning Related Attitudes were administered to the research participants. Results Of the students, 68.8% were female and 51.6% were between the ages of 21-24. The attitude of 55.3% (177) toward e-learning is negative. Attitude scores of students aged 25-29 were significantly higher compared to those aged 17-20 and 21-24 years old (p = 0.002). The attitude scores of the students who have a computer are significantly higher than those who do not (p = 0.001). Most students did not agree with the statement E-learning will provide me with better learning opportunities than conventional learning methods. (disagree n = 121; 37.8%, strongly disagree n = 110; 34.4%). Conclusion It is noticed that e-learning is not sufficient in subjects such as conducting clinical and laboratory practices in health sciences fields with practical training like nursing, and students' attitudes are generally negative. For undergraduate health sciences education, face-to-face and online education for support purposes can be used together in theoretical courses. In addition, it is recommended to use effective online communication techniques in online courses.en_US
dc.identifier.doi10.1007/s10389-022-01791-3
dc.identifier.endpage96en_US
dc.identifier.issn2198-1833
dc.identifier.issn1613-2238
dc.identifier.issue1en_US
dc.identifier.pmid36532610en_US
dc.identifier.scopus2-s2.0-85143899928en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage89en_US
dc.identifier.urihttps://doi.org/10.1007/s10389-022-01791-3
dc.identifier.urihttps://hdl.handle.net/20.500.12483/8005
dc.identifier.volume32en_US
dc.identifier.wosWOS:000899955900001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherSpringer Heidelbergen_US
dc.relation.ispartofJournal of Public Health-Heidelbergen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAttitudeen_US
dc.subjectE-learningen_US
dc.subjectStudentsen_US
dc.subjectTechnologyen_US
dc.titleDetermining attitudes toward e-learning: what are the attitudes of health professional students?en_US
dc.typeArticleen_US

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