Postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province
Article Sidebar
Main Article Content
Abstract
Background. Learning management systems (LMS) are indispensable teaching and learning tools in nursing education, and in recent years, LMS have become a cornerstone to support online learning, particularly during the COVID-19 pandemic. The South African (SA) e-education policy requires every teacher and learner in the education and training sector to be information and communication technology (ICT)-capable, and able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve their personal goals and be full participants in their global communities.
Objective. To investigate postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province, SA.
Method. An exploratory, descriptive research design was used, and the whole population of 16 postgraduate nursing education students who were exposed to Moodle as a learning management system participated in the study. Qualitative data were collected through semi-structured interviews, followed by focus group discussions, with thematic analysis used to analyse data.
Results. This was the first time that most participants had been exposed to an online learning course, and the experience made them feel empowered as it provided enabled reflection and deep learning. Participants indicated that the range of interactions and level of engagement determined the eventual level of knowledge constructed. The online facilitator played a central role in guiding and supporting students, and ensuring that they achieved the learning outcomes. The online learning benefits included increased socialisation, convenience and flexibility, asynchronicity and accessibility of learning material. The challenges were the lack of real-time response, financial cost and technical issues.
Conclusion. An intense ICT orientation for students is recommended to ensure that they are informed of the requirements before starting the online course. The online facilitators must be more visible in the online space, participate more often in discussions and stimulate constructive dialogue.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The AJHPE is published under an Attribution-Non Commercial International Creative Commons Attribution (CC-BY-NC 4.0) License. Under this license, authors agree to make articles available to users, without permission or fees, for any lawful, non-commercial purpose. Users may read, copy, or re-use published content as long as the author and original place of publication are properly cited.
Exceptions to this license model is allowed for UKRI and research funded by organisations requiring that research be published open-access without embargo, under a CC-BY licence. As per the journals archiving policy, authors are permitted to self-archive the author-accepted manuscript (AAM) in a repository.
How to Cite
References
Buthelezi L, van Wyk J. The use of an online learning management system by postgraduate nursing students at a selected higher educational institution in KwaZulu-Natal, South Africa. Afr J Health Professions Educ 2020;12(4):211-214. https://doi.org/10.7196/AJHPE.2020.v12i4.1391
Harerimana A, Mtshali NG. Implementing e-learning in resource-constrained nursing education institutions in Rwanda. Res Rev J Nursing Health Sci 2018;4(1):1-14. https://www.rroij.com/open-access/implementingelearning-in-resourceconstrained-nursing-education-institutions-inrwanda.pdf (accessed 12 March 2022).
Sharma M, Arora S. Moodle in nursing education: A review article. Int J Sci Res 2020;9(5):477-478. https://www.ijsr.net/archive/v9i5/SR20506165835.pdf (accessed 12 March 2022).
Chipps J, Kerr J, Brysiewicz P, Walters F. A survey of university students’ perceptions of learning management systems in a low-resource setting using a technology acceptance model. Comput Inform Nurs 2015;33(2):71-77. https://doi.org/10.1097/cin.0000000000000123
Stickney I, Schoenbrod T, Cushing H, Grosvenor J, Cushing B. Rapid development and deployment of a learning management system to train an interprofessional team to manage surgery for a COVID-19–positive patient. Joint Comm J Qual Patient Safety 2021;47(5):313-317. https://doi.org/10.1016/j.jcjq.2021.02.001
Dascalu M-D, Ruseti S, Dascalu M, et al. Before and during COVID-19: A cohesion network analysis of students’ online participation in Moodle courses. Compu Hum Behav 2021:106780. https://doi.org/10.1016/j.chb.2021.106780
Mursyidah H, Hermoyo R, Suwaibah D. Does flipped learning method via MOODLE improve outcomes and motivation of discrete mathematics learning during COVID-19 pandemic? J Physics Conf Series 2021;1720:1-11. https://doi.org/10.1088/1742-6596/1720/1/012007
Nasr OA, Ahmed AA, Mohiuddin K, Zafrah FB. Asynchronous learning techniques during the COVID 19 pandemic. Int Res J Multidisciplin Technovation 2021;3(2):39-48. https://doi.org/10.34256/irjmt2127
De Oliveira PC, Cunha CJCdA, Nakayama MK. Learning management systems (LMS) and e-learning management: An integrative review and research agenda. J Inform Syst Technol Management 2016;13(2):157-180. https://doi.org/10.4301/S1807-177520160002000001
Hamid MA, Salleh S, Laxman K. A study on the factors influencing students’ acceptance of learning management systems (LMS): A Brunei case study. Int J Technol Educ Sci 2020;4(3):203-217. https://doi.org/10.46328/ijtes.v4i3.101
Zabolotniaia M, Cheng Z, Dorozhkin E, Lyzhin A. Use of the LMS Moodle for an effective implementation of an innovative policy in higher educational institutions. Int J Emerg Technol Learning 2020;15(13):172-189. https://doi.org/10.3991/ijet.v15i13.14945%0d
Cabero-Almenara J, Arancibia M, Del Prete A. Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. J New Approach Educ Res 2019;8(1):25-33. https://doi.org/10.7821/naer.2019.1.327
Harerimana A, Mtshali NG. Facilitation strategies used in e-learning by nurse educators in Rwanda. J Nurs Educ Pract 2017;8(1):24-32. https://doi.org/10.5430/jnep.v8n1p24
Mishra L, Gupta T, Shree A. Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Int J Educ Res Open 2020;1:100012. https://doi.org/10.1016/j.ijedro.2020.100012
Petronzi R, Petronzi D. The Online and Campus (OaC) model as a sustainable blended approach to teaching and learning in higher education: A response to COVID-19. J Pedagog Res 2020;4(4):498-507. https://doi.org/10.33902/JPR.2020064475
Hiltz SR, Goldman R. Learning Together Online: Research on Asynchronous Learning Networks. Mahwah, NJ: Lawrence Erlbaum Associates, 2005.
Skylar AA. A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues Teach Educ 2009;18(2):69-84. https://files.eric.ed.gov/fulltext/EJ858506.pdf (accessed 14 March 2022).
Takalani T. Barriers to e-learning amongst postgraduate black students in higher education in South Africa. Master’s dissertation. Cape Town: Stellenbosch University, 2008.
Hrastinski S. Asynchronous and synchronous e-learning. Educause Quart 2008;31(4):51-55. http://sigproject.pbworks.com/f/sychronous+and+asychrouns+tools.pdf (accessed 12 March 2022).
Lowenthal P, Dunlap J, Snelson C. Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning J 2017;21(4):177-194. https://doi.org/10.24059/olj.v21i4.1285
Broadbent B. ABCs of E-Learning: Reaping the Benefits and Avoiding the Pitfall. San Francisco, CA: Jossey-Bass/Pfeitter, 2002.
Gupta M, Marsden S, Oluka T, Sharma R, Lucas H. Lessons learned from implementing e-learning for the education of health professionals in resource-constrained countries. Electr J E-learning 2017;15(2):144-155. https://files.eric.ed.gov/fulltext/EJ1141880.pdf (accessed 14 March 2022).
Agung ASN, Surtikanti MW, Quinones CA. Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora 2020;10(2):225-235. https://doi.org/10.31940/soshum.v10i2.1316
Bello UL, Hassan L, Yunusa U, Abdulrashid I, Usman RH, Nasidi KN. Challenges of information and communication technology utilization among undergraduate community health nursing students in Tanta University, Egypt. Am J Nurs 2017;6(3):274-279. https://doi.org/10.11648/j.ajns.20170603.26
Harerimana A, Mtshali NG, Ewing H, et al. E-learning in nursing education in Rwanda: Benefits and challenges. An exploration of participants’ perceptives. IOSR J Nurs Health Sci 2016;5(3):64-92. https://doi.org/10.9790/1959- 0502036492
Runquist JJ, Kerns RD, Fee SS. A co-created learning process in a doctoral seminar. J Nurs Educ 2006;45(1):32-34. https://doi.org/10.3928/01484834-20060101-06
Ironside PM, Valiga TM. Creating a vision for the future of nursing education: Moving toward excellence through innovation. Nurs Educ Perspect 2006;27(3):120-122. https://journals.lww.com/neponline/Fulltext/2006/05000/Creating_a_Vision_for_the_Future_of_Nursing.2.aspx (accessed 12 March 2022).
Murray JP. Finding nursing’s voice in 2005. Nurs Educ Perspect 2005;26(1):2-3. https://journals.lww.com/neponline/Fulltext/2005/01000/Finding_Nursing_s_Voice_in_2005.1.aspx (accessed 12 March 2022).
Fawcett J. Contemporary Nursing Knowledge: Analysis and Evaluation of Nursing Models and Theories. Philadelphia: FA Davis, 2005.
Byrne MM. Linking philosophy, methodology, and methods in qualitative research. AORN J 2001;73(1):207-210. https://doi.org/10.1016/s0001-2092(06)62088-7
Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol 2006;3(2):77-101. https://doi.org/10.1191/1478088706qp063oa
Schmidt N, Brown J. Evidence-Based Practice for Nurses: Appraisal and Application of Research. London: Jones& Barlett Learning, 2012.
Gautam DK, Gautam PK. Transition to online higher education during COVID-19 pandemic: Turmoil and way forward to developing country of South Asia-Nepal. J Res Innov Teach Learn 2021;14(1):93-111. https://doi.org/10.1108/JRIT-10-2020-0051
Mpungose CB. Emergent transition from face-to-face to online learning in a South African university in the context of the coronavirus pandemic. Hum Soc Sci Comm 2020;7(1):1-9. https://doi.org/10.1057/s41599-020-00603-x
Hamill D. Using Blackboard (VLE) to support teaching practice of academic staff in response to COVID-19. All Ireland J Higher Educ 2020;12(3):1-9. https://ojs.aishe.org/index.php/aishe-j/article/view/485/837 (accessed 12 March 2022).
Wu Y. Factors impacting students’ online learning experience in a learner‐centred course. J Comp Assist Learn 2016;32(5):416-429. https://doi.org/10.1111/jcal.12142
Stone C, Freeman E, Dyment J, Muir T, Milthorpe N. Equal or equitable? The role of flexibility within online education. Austr Int J Rural Educ 2019;29(2):26-40. https://journal.spera.asn.au/index.php/AIJRE/article/view/221 (accessed 12 March 2021).
Lee-Post A, Hapke H. Online learning integrity approaches: Current practices and future solutions. Online Learn 2017;21(1):135-145. https://files.eric.ed.gov/fulltext/EJ1141915.pdf (accessed 12 March 2021).
Mpungose CB, Khoza SB. Postgraduate students’ experiences on the use of Moodle and Canvas Learning Management System. Technol Knowledge Learn 2020;17:1-16. https://doi.org/10.1007/s10758-020-09475-1
Morze N, Varchenko-Trotsenko L, Terletska T, Smyrnova-Trybulska E, editors. Implementation of adaptive learning at higher education institutions by means of Moodle LMS. J Physics: Conference Series 2021;1840(2021):1-14. https://doi.org/10.1088/1742-6596/1840/1/012062
Vonderwell S, Liang X, Alderman K. Asynchronous discussions and assessment in online learning. J Res Techno Educ 2007;39(3):309-328. https://doi.org/10.1080/15391523.2007.10782485
Hasan N, Bao Y. Impact of ‘e-Learning crack-up’ perception on psychological distress among college students during COVID-19 pandemic: A mediating role of ‘fear of academic year loss’. Child Youth Serv Rev 2020;118:105355. https://doi.org/10.1016%2Fj.childyouth.2020.105355
Meyer S, Cronje JC, Eloff I. CyberSurfiver: Affective considerations of surviving online learning. S Afr J Higher Educ 2007;21(3):429-442. https://doi.org/10.4314/sajhe.v21i3.25715
Oyewo R, Bello G. Students’ accessibility and utilization of electronic information resources in the library: A case study of selected Monotechnics in Oyo State. Info Technologist 2014;11(1):227-232. https://www.ajol.info/index.php/ict/article/view/109512 (accessed 12 March 2021).
Zimba Z, Khosa P, Pillay R. Using blended learning in South African social work education to facilitate student engagement. Soc Work Educ 2021;40(2):263-278. https://doi.org/10.1080/02615479.2020.1746261
Moule P, Ward R, Lockyer L. Nursing and healthcare students’ experiences and use of e‐learning in higher education. J Advance Nurs 2010;66(12):2785-2795. https://doi.org/10.1111/j.1365-2648.2010.05453.x
Kaur R, Sidhu GK. Learner autonomy via asynchronous online interactions: A Malaysian perspective. Int J Educ Dev Using Info Comm Tech 2010;6(3):88-100. https://files.eric.ed.gov/fulltext/EJ1085004.pdf (accessed 12 March 2021).
Kahiigi KE, Danielson M, Hansson H, Ekenberg L, Tusubira F. An empirical investigation of students’ perceptions of e-learning in Uganda. 1st Africa Conference, Kampala, Uganda, 6 - 8 May, 2009.
Coldwell J, Craig A, Goold A. Student perspectives of online learning. Res Proc 2006;711:97-107. https://doi.org/10.1.1.509.833
Koch J, Andrew S, Salamonson Y, Everett B, Davidson PM. Nursing students’ perception of a webbased intervention to support learning. Nurse Educ Today 2010;30(6):584-590. https://doi.org/10.1016/j. nedt.2009.12.005
Liu X, Bonk CJ, Magjuka RJ, Lee S-h, Su B. Exploring four dimensions of online instructor roles: A program level case study. J Asynchron Learn Networks 2005;9(4):29-48. https://doi.org/10.1.1.95.5764
Ivers KS, Lee JM, Carter-Well J. Students’ attitude and perceptions of online instruction. National Educational Computing Conference, Philadelphia, 2005.
Kim K-J, Liu S, Bonk CJ. Online MBA students’ perceptions of online learning: Benefits, challenges, and suggestions. Internet Higher Educ 2005;8(4):335-344. https://doi.org/10.1016/j.iheduc.2005.09.005
Wang Q, Woo HL. Comparing asynchronous online discussions and face‐to‐face discussions in a classroom setting. Brit J Educ Tech 2007;38(2):272-286. https://doi.org/10.1111/j.1467-8535.2006.00621.x
Miers ME, Clarke BA, Pollard KC, Rickaby CE, Thomas J, Turtle A. Online interprofessional learning: The student experience. J Interprof Care 2007;21(5):529-542. https://doi.org/10.1080/13561820701585296
Gallagher-Lepak S, Reilly J, Killion CM. Nursing student perceptions of community in online learning. Contemp Nurs 2009;32(1/2):133-146. https://doi.org/10.5172/conu.32.1-2.133
Childs S, Blenkinsopp E, Hall A, Walton G. Effective e‐learning for health professionals and students’ barriers and their solutions. A systematic review of the literature findings from the HeXL project. Health Info Lib J 2005;22(s2):20-32. https://doi.org/10.1111/j.1470-3327.2005.00614.x
Knowles E, Kerkman D. An investigation of students attitude and motivation toward online learning. Insight Coll Faculty Scholars 2007;2:70-80. https://doi.org/10.46504/02200708kn
Sife AS. Internet use behaviour of cybercafé users in Morogoro Municipality, Tanzania. Ann Lib Info Stud 2013;60:41-50. https://core.ac.uk/download/pdf/229207345.pdf (accessed 12 March 2022).
Graham J, Mogel L, Brallier S, Palm L. Do you online? The advantages and disadvantages of online education. Bridges 2008;2:27-36.
Coombs-Richardson R. Personalizing distance education. Kappa Delta Pi Rec 2007;43(2):71-75. https://doi.org/10.
/00228958.2007.10516465
Hara N, Kling R. Students’ distress with web-based distance education course. Info Comm Soc 2000;3(4):557-579. https://doi.org/10.1080/13691180010002297
Liu X, Magjuka RJ, Bonk CJ, Lee S-H. Does sense of community matter? An examination of participants’ perceptions of building learning communities in online courses. Quart Rev Distance Educ 2007;8(1):9-24. https://www.proquest.com/docview/231180604/fulltextPDF/2F0378456A1C4575PQ/1?accountid=16285 (accessed 12 March 2022).
Lofstrom E, Nevgi A. From strategic planning to meaningful learning: Diverse perspectives on the development of web-based teaching and learning in higher education. Brit J Educ Tech 2007;38(2):312-324. https://doi.org/10.1111/j.1467-8535.2006.00625.x
Berge ZL. Facilitating computer conferencing: Recommendations from the field. Educ Tech 1995;35(1):22-30.
https://www.jstor.org/stable/44428247 (accessed 12 March 2022).