Culp-Roche Amanda, Hampton Debra, Hensley Angie, Wilson Jessica, Thaxton-Wiggins Amanda, Otts Jo Ann, Fruh Sharon, Moser Debra K
College of Nursing, University of Kentucky.
College of Nursing, University of South Alabama.
SAGE Open Nurs. 2020 Jul 15;6:2377960820941394. doi: 10.1177/2377960820941394. eCollection 2020 Jan-Dec.
Navigating through online education courses continues to be a struggle for some nursing students. At the same time, integrating technology into online courses can be difficult for nursing faculty.
The purpose of this study was to assess faculty technology integration practices, student attitudes about technology use, and generational differences related to faculty and student technology use.
A descriptive cross-sectional survey design was used to obtain data for this study.
Integration of technology into online courses and student attitudes about technology use were not significantly different by generation. Faculty and students from the Baby Boomer and Generation X reported less comfort using technology and higher levels of anxiety using technology than did individuals from Generation Y.
Significant generational variations were not noted in relation to technology integration into courses and overall student attitudes about technology in this study, but differences were noted in relation to comfort with use of technology and anxiety when using technology. Student learning outcomes and satisfaction with learning may be influenced by the student's comfort using technology and faculty's confidence in integrating and using technology to provide online instruction.
对于一些护理专业学生来说，学习在线教育课程仍然是一件难事。与此同时，护理教师将技术融入在线课程也可能存在困难。
本研究旨在评估教师的技术整合实践、学生对技术使用的态度，以及与教师和学生技术使用相关的代际差异。
本研究采用描述性横断面调查设计来获取数据。
技术融入在线课程的情况以及学生对技术使用的态度在不同代际之间没有显著差异。婴儿潮一代和X一代的教师和学生表示，与Y一代的人相比，他们使用技术时的舒适度较低，焦虑程度较高。
在本研究中，课程技术整合和学生对技术的总体态度方面未发现显著的代际差异，但在技术使用舒适度和使用技术时的焦虑方面存在差异。学生的学习成果和学习满意度可能会受到学生使用技术的舒适度以及教师在整合和使用技术以提供在线教学方面的信心的影响。
