Swaminathan Narasimman, Ravichandran Latha, Ramachandran Sivakumar, Milanese Steve, Singaravelu Rajeswari, Govindaraj Pitchaimani
Sri Ramachandra Centre for Health Professionals Education, Centre for Health Professionals Education, Faculty of Allied Health Sciences and Physiotherapy, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.
Centre for Health Professionals Education and Department of Paediatrics, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.
J Educ Health Promot. 2021 May 31;10(1):163. doi: 10.4103/jehp.jehp_771_20. eCollection 2021.
Blended learning (BL), the integration of online with face to face teaching, is established as a teaching method in higher education. Understanding the learner's readiness toward online component of BL is important in designing and delivering BL. Nursing students require proficiency in interpersonal relationship and social interaction apart from knowledge and skills. BL may provide an opportunity to acquire the professional skills better than the traditional face to face sessions. The objectives of this study were to identify the nursing student's readiness toward BL and perceptions about the online learning component of BL.
First- and second-year entry level graduate nursing students of Sri Ramachandra Institute of Higher Education, Chennai, India, were the participants of the study. This study used a mixed method approach. An online questionnaire, developed based on the literature and expert consensus, was used in the first phase. A focus group discussion (FGD) with ten random participants of the survey was conducted to understand the perceptions and readiness to adopt the online component of BL. The present study was conducted from December 2019 to January 2020. Survey results were analyzed through descriptively. Content analysis was carried to summarize FGD results.
A total 158 students of entry level nursing graduate programme participated in the survey. 53.8% of felt BL will have positive effect on their learning and 70% of the respondents were ready to adopt BL. The FGD identified two themes: (I) Readiness to adopt online learning as a component of BL and (II) perceived barriers and challenges in adopting online contents.
Entry level nursing graduate students had a positive perception about the online components. Majority of them are confident in accessing the online contents. Willingness to learn through online, previous experience with online learning, and perceived advantages of online component might influence the learner's readiness. Availability of internet and absence of teachers were perceived as the barriers to online learning by the participants.
混合式学习（BL），即将在线教学与面对面教学相结合，已成为高等教育中的一种教学方法。了解学习者对混合式学习在线部分的准备情况对于设计和实施混合式学习至关重要。护理专业学生除了需要掌握知识和技能外，还需要具备良好的人际关系和社交互动能力。与传统的面对面教学相比，混合式学习可能为学生提供更好地获取专业技能的机会。本研究的目的是确定护理专业学生对混合式学习的准备情况以及对混合式学习在线学习部分的看法。
印度钦奈斯里兰卡拉马钱德拉高等教育学院的一年级和二年级护理专业本科毕业生参与了本研究。本研究采用混合方法。第一阶段使用了一份基于文献和专家共识开发的在线问卷。随后，对随机抽取的10名参与调查的学生进行了焦点小组讨论（FGD），以了解他们对采用混合式学习在线部分的看法和准备情况。本研究于2019年12月至2020年1月进行。通过描述性分析对调查结果进行分析。采用内容分析法总结焦点小组讨论的结果。
共有158名护理专业本科毕业生参与了调查。53.8%的学生认为混合式学习将对他们的学习产生积极影响，70%的受访者愿意采用混合式学习。焦点小组讨论确定了两个主题：（I）愿意将在线学习作为混合式学习的一部分；（II）采用在线内容时感知到的障碍和挑战。
护理专业本科新生对在线部分持积极看法。他们中的大多数人对访问在线内容充满信心。通过在线学习的意愿、以前的在线学习经验以及对在线部分的感知优势可能会影响学习者的准备情况。参与者认为网络可用性和教师不在场是在线学习的障碍。
