Page 269 - International Perspectives on Effective Teaching and Learning in Digital Education

Exploring Student Perspectives

on E-Learning in Nursing Education

Mirko Prosen Sabina Ličen
University of Primorska, Slovenia University of Primorska, Slovenia
mirko.prosen@fvz.upr.si sabina.licen@fvz.upr.si

E-learning has rapidly gained prominence in nursing education, offering flex-
ible alternatives to traditional learning. This study aimed to explore nursing
students’ experiences with e-learning, focusing on perceived benefits, chal-
lenges, and its impact on skill acquisition. Using a qualitative design, data
were collected from four face-to-face focus groups comprising  nursing stu-
dents. Thematic analysis was employed to examine the data, yielding six key
themes: Flexibility and accessibility benefits, Impact on student engagement
and interaction, Technological and infrastructure challenges, Effect on practi-
cal skills and learning outcomes, Diverse preferences in learning approaches,
and Self-management and motivation in e-learning. The findings indicate that,
while e-learning provides accessibility and flexibility, it poses challenges in
practical skill development and engagement. This study emphasises the need
for adaptive e-learning models to meet diverse learning requirements effec-
tively.
Keywords: online learning, blended learning, thematic analysis, skill develop-
ment, student engagement
© 5 Mirko Prosen and Sabina Ličen
https://doi.org/1.6493/978-961-93-467-5.15

Introduction
E-learning, defined as the use of digital technologies to facilitate education,
has rapidly evolved into a core instructional medium, particularly in higher
education. The Organisation for Economic Co-operation and Development
(OECD) defines e-learning as a system that is interactive, adaptive, self-de-
termined, and decentralised, overcoming temporal and spatial limitations
of conventional learning settings (Prosen et al., ). E-learning’s flexibility
and adaptability make it a compelling alternative to traditional face-to-face
teaching, allowing students greater control over the pace and location of
learning (Milićević et al., 1). This shift has not only democratized access to
education by breaking down geographical barriers but has also introduced
new pedagogical challenges. These, among other things, include maintain-

Klančar, A., Štemberger, T., Prosen, M., & Ličen, S. (Eds.). (2025). International Perspectives
on Effective Teaching and Learning in Digital Education. University of Primorska Press.