Effect of virtual classroom on critical care and emergency nursing students' achievement and learning satisfaction

Document Type : Original Article

Authors

1 lecturer of Critical Care and Emergency Nursing Department, Faculty of Nursing, Alexandria University, Egypt

2 Assistant Professor of Critical Care and Emergency Nursing Department, Faculty of Nursing, Alexandria University, Egypt. Assistant Professor of Critical Care and Emergency Nursing, College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Al-Ahsa, Saudi Arabia. King Abdullah International Medical Research Center, Al-Ahsa, Saudi Arabia

Abstract

Background: Virtual classroom and online learning are generating popularity all over the world as
a result of COVID 19 crisis. Virtual classroom is one of the most important applications of
information technology that provides the learner with unlimited access to educational materials at
any time and from any place. Students were more interested in addressing various motivating and
challenging environment and teaching methods to construct a diverse atmosphere. Objective: To
evaluate the effect of virtual classroom on critical care and emergency nursing students'
achievement and learning satisfaction. Research question: What is the effect of virtual classroom
on critical care and emergency nursing students’ achievement and learning satisfaction? Study
design: A causal-comparative pretest/ posttest research design was used to conduct this study. The
study was conducted at Faculty of Nursing, Alexandria University. Four tools were used in the data
collection. Tool I: Students’ readiness to E-learning survey, tool II: predictors of students’
satisfaction in e-learning survey, tool III: students’ self-assessment of their learning experiences
survey, tool IV: students’ achievement record. Subject: A purposive sample of 345 undergraduate
students who accepted to participate in the research and met the inclusion criteria. Results: The
virtual classroom had highly statistically significant effect on increasing students’ interaction,
learning satisfaction and level of achievement mean score p < 0.001. The ability of self-regulated
learning in virtual classroom had a highly significant influence on students' learning satisfaction
p=0.04. Conclusion: Virtual classroom was highly statistically significant effective method of
learning and improving the studied students’ satisfaction and level of achievement mean score.
Recommendation: assess the students’ needs towards virtual classroom for enhancing cooperative
learning environment and improving the required equipment and internet availability to the students
and staff members.

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