DOI: http://dx.doi.org/10.18203/2394-6040.ijcmph20211270

Satisfaction among the nursing teachers with web-based teaching during COVID-19: a cross-sectional survey

Sushma Kumari Saini, Sukhpal Kaur, Nitasha Sharma, Geetanjli Kalyan, Karobi Das

Abstract


Background: The outbreak of COVID 19 led to the closure of all educational institutions worldwide. The teachers and students had to face a number of challenges because of the sudden change in the educational system and to ensure safety of public. To assess the satisfaction of nursing teachers with Web-Based teaching after the shift from traditional teaching to online teaching in the COVID 19 and related restrictions

Methods: An online survey was conducted amongst the teachers working in various nursing colleges in the Northern region of India. Standarized scale, an Online Faculty Satisfaction Survey (OFSS) consisting of 36 questions was used to collect the data through google form. The teachers were provided the online link on their WhatsApp or email to fill-up the questionnaire. One hundred fifty-nine teachers responded back. Ethical aspects were given due considerations.

Results: The mean age (years) ±S.D. of the participants was 34±10.1. Maximum (96.2) were females. Majority (93.1) of the teachers were satisfied with online teaching. Only 3.8% teachers were highly satisfied with online teaching. Around 3/4th agreed that they are satisfied with the online environment's flexibility and that the technology for online teaching is reliable. The most liked features/advantages were the ability to take courses even in this global pandemic. The least liked feature/disadvantages were poor connectivity in remote areas, technical problems, unsafe and losing personal information, lack of face-to-face interaction, and difficulty assessing students' response and attention.

Conclusions: Most of the teachers were satisfied with online teaching though few reported about connectivity problems. There is a need to develop various institutional mechanisms viz structured training, technical support, and effective online evaluation systems to run the online educational system properly.


Keywords


COVID-19, E–learning, Flexible teaching, Remote working, Global pandemic, Learning, Online teaching learning

Full Text:

PDF

References


Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause Review 2020: 27 March. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning. Accessed on 1st December, 2020.

Curran C. Online learning and the university. In Bramble WJ, Panda S. (Edito.), Economics of distance and online learning: Theory, practice, and research. New York: Routledge publication. 1st edition. 2008;26-51.

Keis O, Grab C, Schneider A, Ochsner W. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm examines why students choose a particular format. BMC Med Educ. 2017;17(1):194.

Thanji M, Vasantha S. ICT factors influencing consumer adoption of ecommerce offerings for education. Indian J Sci Tech. 2016;9(32):1-6.

Allen IE, Seaman J. Digital learning compass: Distance education enrolment report 2017. Oakland, CA: Babson Survey Research Group. https://onlinelearningsurvey.com/reports/ digtiallearningcompassenrollment2017.pdf. Last accessed on 2nd December, 2020.

Chapman DD. Contingent and tenured/ tenure-track faculty: Motivations and incentives to teach distance. Online Journal of Distance Learning Administration. 2011;14(3):1-12.

Orr R, Williams MR, Pennington K. Institutional efforts to support faculty in online teaching. Innovative Higher Education. 2009;34(4):257-68.

Hogan RL, McKnight MA. Exploring burnout among university online instructors: An initial investigation. The Internet and Higher Education. 2007;10(2):117-24.

Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pak J Med Sci. 2020;36(COVID19-S4):COVID19-S27-31.

Moralista RB, Oducado RMF. Faculty Perception Toward Online Education in Higher Education During the Coronavirus Disease 19 (COVID-19) Pandemic. Universal Journal of Educational Research. 2020;8(10):4736-42.

Tabatabi S. Simulation and virtual learning supporting clinical education during the Covid 19 Pandemic. Adv Med EducPract. 2020;11:513-16.

Lorenzo G, Moore JC. The Sloan Consortium Report to the Nation: five pillars of quality online education. 2002. The Sloan Publication. http://sloanconsortium.org/5pillars. Last accessed on 2nd December, 2020.

Hartman J, Dziuban C, Moskal P. Faculty satisfaction in ALNs: A dependent or independent variable? Journal of Asynchronous Learning Networks. 2000;4(3):155-77.

Wasilik O, Bolliger DU. Faculty satisfaction in the online environment: An institutional study. Internet and Higher Education. 2009;12:173-8.

Mitchell L D, Parlamis J D, Claiborne S A. Overcoming faculty avoidance of online education: From resistance to support to active participation. Journal of Management Education. 2015;39:350-71.

Wingo N P, Ivankova N V, Moss J A. Faculty perceptions about teaching online: Exploring the literature using the Technology Acceptance Model as an organizing framework. Online Learning. 2017;21:15-35.

Online Learning Consortium. Our quality framework. 2017. Available at: https:// onlinelearningconsortium.org/about/quality-framework-five-pillars/. Accessed on 2nd December, 2020.

Smith R. Virtual Schooling in the K-12 Context (Doctoral dissertation). University of Calgary. 2000. http://dspace.ucalgary.ca/bitstream/1880/40835/1/64841 Smith.pdf. Last accessed on 2nd December, 2020.

Archambault L, Crippen K. K-12 distance educators at work: Who's teaching online across the United States. Journal of Research on Technology in Education. 2009;41(4):363-91.

Velasquez A, Graham C R, Osguthorpe R D. Caring in a technology-mediated online high school context. Distance Education. 2013;34(1):97-118.

Krishnamurthi M. Enhancing Student –Teacher Interactions in Internet-based Courses. Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2—8359. Available at: https://peer.asee.org/enhancing-student-teacher-interaction-in-internet-based-courses.pdf+&cd=1& hl=en&ct=clnk&gl=in. Accessed on 2nd December, 2020.

Bickel K. Discussion Diagrams: A Method for Quantifying the Interactive Environment of Discussion-based Online Courses. Proceedings of the 15th Annual Conference on Distance Teaching and Learning. Madison, Wisconsin. 1999: 29-37.