Page 273 - International Perspectives on Effective Teaching and Learning in Digital Education

Exploring Student Perspectives on E-Learning in Nursing Education

tonomy and critical engagement with content, constructivist student-centred
e-learning contributes to developing professionals who are adaptive, reflec-
tive, and resilient – qualities essential for success in healthcare and other fields
that demand continuous learning and adaptation (Berestova et al., ).

Challenges of E-Learning in Health Science Education
E-learning has increasingly become a core component in health science ed-
ucation, offering a flexible and accessible means of learning that addresses
geographical and temporal barriers. However, this shift brings several signif-
icant challenges. One primary challenge in health science education, where
hands-on training is crucial, is the lack of practical skill acquisition. Clinical
skills traditionally rely on face-to-face training, and many students report
that digital learning environments lack the interactive, hands-on elements
essential for mastering clinical competence and patient communication. This
gap is particularly prominent in areas like nursing, where practical applica-
tion and direct feedback are integral to student confidence and competence
(Mojarad et al., 3; Ongor & Uslusoy, 3).
A notable issue within e-learning is the reliance on digital literacy and
self-regulation, both of which can be challenging for students unaccustomed
to managing their own schedules and learning without in-person guidance.
This aspect has been shown to impact motivation and focus, with students
finding it difficult to maintain attention during long, screen-based sessions
(Choi & Kim, 4). Moreover, this challenge is exacerbated by limited inter-
action with instructors and peers, leading to a sense of isolation. In particular,
synchronous e-learning settings, which aim to mimic in-person interactions,
often fall short of replicating the community and immediacy of face-to-face
learning, resulting in diminished engagement (Jin & Kim, 4).
The technological infrastructure required for effective e-learning also poses
challenges. In regions with limited digital resources, students often encoun-
ter connectivity issues and lack access to necessary equipment, creating dis-
parities in educational quality and learning experiences (Shahmoradi et al.,
18). Even in well-equipped areas, technical difficulties can disrupt learning
flow, and students and instructors alike may lack training on digital platforms,
impeding smooth course delivery (Abuzaid et al., 4).
Academic integrity is another area of concern within e-learning. The digital
format, with less direct supervision, can lead to increased opportunities for
academic misconduct, raising concerns about the validity and reliability of
assessments, particularly in fields that require rigorous competency verifica-
tion, such as healthcare (Ličen et al., 3).

73