教育技术对奥贡州选定护理学校学生学习的感知影响

Sodimu J.O., Dele-Alonge O.I., Odutayo P.O., Aminu S.O., Temitayo O.A., Alake O.M., Ayedun M.K.
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摘要

基于网络的信息平台,特别是社交媒体的迅速发展,使互联网成为许多卫生专业学生的主要信息来源。当想到技术如何改变护理教育时,高保真模拟和计算机化测试是立即出现在脑海中的两个领域,尽管技术革命实际上更加全面,学生(和教师)在课堂上使用笔记本电脑,智能手机和平板电脑立即访问互联网上的大量信息。该研究旨在评估教育技术对奥贡州选定护理学校学生教学和学习的感知影响。定量描述性研究设计用于获取有关奥贡州选定护理学校教学和学习的教育技术效果评估的信息。研究共使用了198名学生;一种简单的随机技术被用来选择参与者。使用了一份精心设计的问卷,收集了数据,并以表格和百分比的形式进行了分析。研究结果显示,80.3%的受访者认为科技在教学中打破了单调/无聊,几乎所有受访者(94.9%)都认为科技使课程变得有趣,易于理解。此外,96.5%的人以前听说过信息通信技术,58.1%的人同意在他们的学校使用过信息通信技术。该研究进一步显示,75%的学生认为学校只有25%的技术工具可用于教学和学习,而75%的学生认为技术工具可用性不足。大多数学生也认为学生和导师对信息通信技术的不良态度阻碍了信息通信技术的使用。其他障碍包括缺乏信息和通信技术基础设施、缺乏技术支持、知识不足和互联网可及性差,这解释了学生对信息和通信技术的看法与学校学习和教学技术工具的可用性之间的关系没有显著增加。p值为0.68表明学生对ICT的感知与学校学习和教学技术工具的可用性之间存在显著关系。因此,研究建议提供必要的ICT工具和培训护士教育者,以促进ICT在护理教育中的应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Perceived Impacts of Educational Technologies on Learning among Students in Selected Schools of Nursing in Ogun State
The rapid evolution of web-based information platforms and social media in particular, has made the internet the primary source of information for many health professional students. When thinking of how technology has changed nursing education, high-fidelity simulation and computerized testing are the two areas which immediately come to mind, though the technological revolution is actually much more comprehensive, with students (and instructors) using laptops, smart phones, and tablets in class to instantly access great stores of information on the internet. The study was designed to assess the perceived impacts of educational technologies for teaching and learning among students in selected schools of nursing in Ogun State. A quantitative descriptive research design was used to obtain information on the assessment of effects of educational technologies for teaching and learning in selected Schools of Nursing in Ogun State. A total of 198 students were used in the study; a simple random technique was used to select participants. A well-constructed questionnaire was used, data was collected and analysis was presented in tables and percentages. Results obtained from the study revealed that 80.3% agreed that technology in teaching breaks monotony/boredom and almost all respondents (94.9%) agreed that technology makes lessons interesting to comprehend. Also, 96.5% had previously heard about ICT and 58.1% agreed to have used it in their school. The study further revealed that 75% of the students believed there are only 25% availability of technological tools in the school for teaching and learning while 75% agreed that technological tools are not sufficiently available. Majority of the students also agreed that poor attitudes of both students and tutors toward ICT hinder its usage. Other barriers include lack of ICT infrastructures, lack of technical support, inadequate knowledge and poor accessibility to the internet which explains that there was no significant increase in the relationship for students' perception of ICT compared to availability of technological tools for learning and teaching in the schools. The p-value of 0.68 shows that there was a significant relationship between students’ perception of ICT and availability of technological tools for learning and teaching in the school. Thus, the study recommends provision of required ICT tools and training of nurse educators to facilitate ICT utilization in nursing education.
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