The Origins of Perceived Discrimination in e-Learning in Nursing Students: A Qualitative Study

Discrimination in education is commonly associated with face-to-face interactions between teachers and students. However, e-learning environments can also foster discrimination. Despite existing research on discrimination in traditional education, limited studies address this issue in virtual education, particularly in nursing education.

This study aimed to explore the factors contributing to perceived discrimination in e-learning among nursing and midwifery students, focusing on the underlying causes and conditions that shape these experiences.

A qualitative design was employed at the nursing and midwifery school of Isfahan University of Medical Sciences. Thirteen nursing and midwifery students were selected using purposeful and convenient sampling. Data were collected through semi-structured, in-depth interviews, and analyzed using content analysis.

Factors contributing to perceived discrimination in e-learning were categorized into four themes: (1) the nature of e-learning (e.g., limited teacher availability, reduced interaction); (2) professor-related factors (e.g., experience, age, technology skills, and inattention to feedback); (3) student-related factors (e.g., gender, financial issues, and varying technology skills); and (4) inadequate resources (e.g., internet connectivity and limited access to study materials).

This study highlights multiple factors influencing students' perceptions of discrimination in e-learning. Addressing these issues can improve virtual education quality in nursing programs. Further research is needed to explore these factors in broader educational contexts.