Investigating Nursing Students' Perspectives on Blended Learning at Cairo University, Egypt | ||
| Egyptian Journal of Nutrition and Health | ||
| Volume 19, Issue 1, January 2024, Pages 17-30 PDF (464.21 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/ejnh.2024.367698 | ||
| Authors | ||
| Walaa Ahmed Khairy* ; Nesreen Mohamed Kamal Elden; Rehab Abdelhai Ahmed; Alshaimaa Mohamed Abdelmoaty | ||
| Public health and Community medicine department, Faculty of Medicine, Cairo University, Cairo, Egypt. | ||
| Abstract | ||
| Background and Purpose: Blended learning, which combines traditional face-to-face classrooms with online learning, has gained increasing attention in higher education. This study aimed to investigate nursing students' perspectives on blended learning, in addition to the potential benefits and challenges of implementing blended learning in nursing education. Methods: A cross-sectional study was used to target nursing students enrolled at the final year at the Technical Institute of Nursing affiliated to Cairo University during the first semester of the academic year 2023/2024. An online questionnaire was completed by 221 students. Results: The majority of the students (81%) expressed a positive attitude towards blended learning after the COVID-19 pandemic. The top three aspects of blended learning that students found most beneficial were opportunities for collaboration with peers (52.1%), flexibility in learning (50.4%), and improved interaction with instructors (49.6%). However, technical difficulties (50.4%) were reported as the primary challenge. There were statistically significant associations between the students' attitudes towards blended learning and the frequency of attending face-to-face classes in a typical week (p=0.011), their comfort level with using technology for learning (p<0.001), and their satisfaction with previous blended learning experience (p=0.007). Conclusion Despite the predominantly positive attitudes towards blended learning among nursing students, it is crucial to address the challenges of technical difficulties and effective time management. Educators and administrators should provide additional training and support for students in the use of blended learning technologies to ensure a smooth learning experience. | ||
| Keywords | ||
| Blended learning; nursing education; online; Egypt | ||
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