Department of Fundamentals and Administration, College of Nursing, Sultan Qaboos University, Muscat, Oman.
Nurs Forum. 2022 Jan;57(1):42-48. doi: 10.1111/nuf.12649. Epub 2021 Sep 7.
The COVID-19 pandemic interrupted face-to-face education and forced universities into an emergency remote teaching curriculum. Studies show that students' engagement, social presence, and satisfaction are critical factors for optimal online teaching.
Therefore, in this study, we sought to understand how the sudden transition to emergency remote teaching impacted nursing students' engagement and social presence, as well as how it affected their satisfaction with online courses in a middle-eastern public university.
A cross-sectional descriptive correlative research design was adopted in this study. Data were collected through three questionnaires measuring students' engagement, social presence, and satisfaction with emergency remote teaching compared to the traditional approach from a sample of 177 nursing students.
Results indicate that students had a high level of engagement but low social presence and low satisfaction level with emergency remote teaching. Additionally, both engagement and social presence were positively associated with satisfaction.
Our findings support the importance of engaging students and integrating social presence strategies into online courses to enhance nursing students' satisfaction.
COVID-19 大流行中断了面对面的教育，迫使大学进入紧急远程教学课程。研究表明，学生的参与度、社会存在感和满意度是在线教学最佳效果的关键因素。
因此，在这项研究中，我们试图了解突然转向紧急远程教学如何影响护理学生的参与度和社会存在感，以及它如何影响他们对中东公立大学在线课程的满意度。
本研究采用了横断面描述性相关性研究设计。通过三个问卷收集了数据，这些问卷从 177 名护理学生中测量了学生对紧急远程教学的参与度、社会存在感和对远程教学的满意度，与传统方法进行了比较。
结果表明，学生对紧急远程教学的参与度很高，但社会存在感和满意度较低。此外，参与度和社会存在感都与满意度呈正相关。
我们的研究结果支持了让学生参与并将社会存在感策略融入在线课程，以提高护理学生满意度的重要性。
