Effects of a Moodle-based E-learning environment on E-collaborative learning, perceived satisfaction, and study...

Area of Science:

• Nursing Education
• Educational Technology
• Health Professions Education

Background:

• E-learning environments (ELEMs) show potential to match or exceed traditional teaching effectiveness in nursing.
• Research is needed to confirm ELEMs' impact on specific nursing courses.

Purpose of the Study:

• To assess if ELEMs improve e-collaborative learning, satisfaction, and achievement in paediatric nursing.
• To compare outcomes between nursing students using ELEMs and those in traditional settings.

Main Methods:

• A quasi-experimental study with a pretest-posttest design.
• 84 third-year nursing students in Taiwan were assigned to either an ELEM group (Moodle-based) or a non-ELEM group.
• The ELEM group combined Moodle-based learning with classroom lectures; the non-ELEM group received traditional teaching.

Main Results:

• The ELEM group demonstrated significantly higher perceived satisfaction (P=0.002), e-collaborative learning (P=0.003), and study achievement (P<0.001) in the posttest.
• Effect sizes (η²) for these improvements were 11.5%, 10.4%, and 42.0%, respectively.
• The ELEM approach showed a substantial positive impact on all measured outcomes.

Conclusions:

• Integrating Moodle-based ELEMs with classroom teaching significantly boosts e-collaborative learning, satisfaction, and achievement in paediatric nursing.
• ELEMs are effective supplementary tools for enhancing paediatric nursing education.