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Effectiveness synchronous e-learning in nursing education: A meta-analysis and subgroup analysis.

Songxian Jin1, Jung-Hee Kim1

  • 1College of Nursing, The Catholic University of Korea, 222 Banpo-daero Seocho-gu, Seoul 06591, South Korea.

Nurse Education in Practice
|June 29, 2024
PubMed
Summary

Synchronous e-learning is effective in nursing education, particularly when incorporating learner-learner interaction. Further research should focus on developing the affective domain in these online learning environments.

Keywords:
E-learningMeta-analysisNursing educationNursing studentsSynchronous

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Area of Science:

  • Nursing Education
  • E-learning
  • Educational Technology

Background:

  • Synchronous e-learning is rapidly developing, necessitating effective educational strategies for learner success.
  • Effective e-learning design integrates learning objectives with appropriate technologies and interaction types, moving beyond mere technology implementation.

Purpose of the Study:

  • To conduct a meta-analysis identifying the effects of synchronous e-learning in nursing education.
  • To compare mean effect sizes across different study subgroups.

Main Methods:

  • A meta-analysis and subgroup analysis of 10 primary studies.
  • Searched multiple English and Chinese databases (PubMed, Embase, CINAHL, Web of Science, Cochrane Library, CNKI) from database inception to May 2023.
  • Employed random-effects models to synthesize effect sizes and analyze heterogeneity.

Main Results:

  • Synchronous e-learning demonstrated a medium effect size (SMD = 0.51) compared to control groups.
  • Effect sizes varied by learning domain: reactions (ES=0.91), cognitive (ES=0.63), psychomotor (ES=0.57), and affective (ES=0.40).
  • Higher effectiveness was observed with learner-learner interaction (ES=0.83), in developed regions, for undergraduate nursing students, studies without randomization, and those with funding support.

Conclusions:

  • Well-designed synchronous e-learning should foster learner motivation and self-directed learning through diverse resources.
  • Nurse educators should integrate peer interaction into synchronous e-learning strategies.
  • Future research should address the development of the affective domain within synchronous e-learning contexts.