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Exploring Student Perspectives on E-Learning in Nursing Education
(Njenga, 18) as well as the needs of a multi-generational, diverse student
body, each with distinct learning styles and preferences (Eshun Yawson &
Amofa Yamoah, 1).
The aim of this chapter is to explore the varied experiences of nursing
students with e-learning, examining their perceptions, challenges, and in-
sights as they adapt to a digital learning environment. Through a qualita-
tive study, data collected from focus groups were analysed thematically to
gain insight into the perspectives of nursing students, revealing both the
benefits and limitations of e-learning in their educational journeys. In this
study, we aimed to answer two key research questions: What are the ex-
periences and challenges nursing students face with e-learning in health
science education? and How do nursing students perceive the impact of
e-learning on their engagement, skill acquisition, and overall educational
experience?
Student-Centred E-Learning and Constructivist Theories
Student-centred e-learning approaches have gained significant attraction
in educational pedagogy, focusing on fostering active participation, critical
thinking, and collaborative problem-solving among students. Constructivist
learning theory, which underpins many student-centred e-learning models,
promotes knowledge construction through interactive, learner-led experi-
ences rather than passive reception of information (Wu et al., 3). In this
model, students actively engage with materials, instructors, and peers, there-
by building their understanding through real-world context and social inter-
action (Tsai et al., 3).
Constructivism, as detailed in the works of Vygotsky and Piaget, posits that
learning occurs most effectively when students are provided with opportu-
nities to explore, inquire, and relate knowledge to prior experiences (Tsai et
al., 3; Tsai, 8). This approach is particularly relevant in online settings,
where digital tools facilitate learner-content, learner-instructor, and peer
interactions. For instance, interactive platforms and multimedia resources
allow students to construct knowledge dynamically, fostering a deeper en-
gagement with content and a stronger sense of ownership over their learn-
ing journey (O’Connor et al., ).
In healthcare education, constructivist theories help address complex,
real-world challenges by simulating clinical environments through e-learn-
ing. For example, problem-based learning (PBL),3 a constructivist approach
3 Problem-Based Learning (PBL) is a student-centred educational approach designed to
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