Assessment of attitudes and challenges on e-learning amongst postgraduate nursing students at a higher education institution in Tshwane, Gauteng province

Abstract

INTRODUCTION: E-learning, also referred to as online or electronic learning, is becoming the main teaching vehicle in education and training. Nursing education reform movement has steered many higher education institutions into introducing e-learning to make learning more flexible, accessible and effective. Moreover, the COVID-19 disruptions affected all sectors and compelled the education sector to fully implement online learning as the only teaching instruction. However, with digital technology being the key element of e-learning, it was given that those participating might experience common difficulties which include challenges of hardware, software, internet and lack of skills which may prevent successful implementation.

AIM: The overall aim of this study was to assess and describe the attitudes and challenges of elearning amongst postgraduate students at a Higher Education Institution in Tshwane, Gauteng Province and possibly propose recommendations to enhance acceptability and adaptation.

METHODOLOGY: This study followed a quantitative descriptive non-experimental survey design and data was collected using an online questionnaire. A simple random probability sampling method was followed by randomly selecting a subset of respondents from a population. The power analysis was further used to calculate the adequacy of the sample size was ensured, Additionally, power analysis decreased potential biases while increasing the potential of sufficient representativeness, and further, permitting generalisation of the study findings. Generated data from n=102 respondents were analysed using SAS statistical package, with the assistance of a statistician.

RESULTS: The study findings revealed that although users face challenges when using eLearning, they still had a positive attitude towards the learning mode. Results indicated a significantly high difference (p<0.001) between having no difficulty in accepting the use of elearning due to its potential in making learning fun and meaningful. Moreover, there was a high association (p=.003) between students’ perception of e-learning enabling accessibility to learning material at own time and place, and the willingness to accept its use in their learning. However, there was no association between challenges of e-learning and the motivation to use it and thus implying no significant relation between perceived ease of use, attitude and the behaviour intention to use e-learning as predicted by the model adopted in this study.

IMPLICATIONS: The study proposed recommendations on the development of the mandatory, standardised policies which could strengthen integration, implementation and acceptability as well as adaptability of the e-learning mode of teaching.

CONCLUSION: The study findings indicated that the overall attitudes of students were positive, owing to the perceived usefulness of e-learning, and regardless of challenges affecting the perceived ease of use. The students indicated willingness to commit to using e-learning; in the studies. Therefore, it is important to have standardized policies which will ensure seamless implementation. Evaluation of end users is also imperative in order to ensure individualised continuous support, to make this learning mode beneficial to everyone, and making sure that no student is left behind.