Teaching Presence, Self-Regulated Learning and Learning Satisfaction on Distance Learning for Students in a Nursing...

Area of Science:

• Nursing Education
• Online Learning
• Educational Psychology

Background:

• The COVID-19 pandemic necessitated a rapid shift to distance learning for nursing students.
• Evaluating the effectiveness of online education models is crucial for maintaining academic standards.
• Traditional teaching methods require adaptation for virtual environments to ensure student engagement.

Purpose of the Study:

• To investigate the factors influencing learning satisfaction among nursing students in a distance learning environment.
• To assess the impact of teaching presence and self-regulated learning on student achievement.
• To identify effective strategies for improving online nursing education.

Main Methods:

• A mixed-method approach combining quantitative and qualitative data collection.
• Quantitative analysis of learning satisfaction, teaching presence, and self-regulated learning (n=94).
• Qualitative content analysis of focus group interviews (n=7) exploring student experiences.

Main Results:

• Teaching presence and self-regulated learning were significant predictors of learning satisfaction.
• Enhanced teaching presence was linked to receiving professor feedback and visual interaction.
• Self-regulated learning improved through self-study, leadership opportunities, and professor-colleague relationships.

Conclusions:

• Effective distance learning strategies in nursing education must prioritize teaching presence and self-regulated learning.
• Developing interactive and supportive online environments can boost student satisfaction and academic outcomes.
• Future nursing education programs should incorporate methods that foster student engagement and connection in virtual settings.