Page 274 - International Perspectives on Effective Teaching and Learning in Digital Education
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Mirko Prosen and Sabina Ličen
Finally, cultural and generational differences in health science classrooms can
create additional barriers to e-learning adoption and engagement. Students
from high power distance cultures may favour structured, instructor-led
learning over the autonomous nature of e-learning, and generational differ-
ences in digital familiarity can create further discrepancies in engagement
and learning outcomes. These cultural dimensions necessitate tailored, con-
text-sensitive approaches to e-learning design, ensuring that the diverse
needs of a multi-generational student body are met (Ličen et al., , 3;
Njenga, 18; Prosen et al., ).
Methods
This study employed a qualitative research design, specifically using themat-
ic analysis to explore the perceptions and experiences of nursing students
in relation to e-learning. Thematic analysis, as outlined by Braun and Clarke
(6), provides a flexible yet systematic approach to analysing qualitative
data, allowing researchers to identify, organise, and report on patterns or
themes within a data set (Kiger & Varpio, ). The approach is particular-
ly suited for exploring participant experiences across complex topics, as it
provides both a structured and adaptable framework for examining diverse
viewpoints (Nowell et al., 17).
The study sample consisted of nursing students. All students had prior
experience with e-learning. This purposeful sampling approach allowed for
a range of perspectives, capturing insights from students at different stages
and modalities within nursing education.
Data were collected through four face-to-face focus group discussions,
each lasting approximately one hour. Focus groups were chosen for their
ability to foster interaction and discussion, thus generating a rich exchange
of experiences and insights. The decision to conduct four focus groups was
guided by research suggesting that data saturation in focus group studies
often occurs within three to six groups, particularly when the participant
pool is relatively homogenous and the topic complexity moderate (Guest
et al., 16). Each session was audio-recorded and later transcribed verba-
tim to ensure the accuracy of data for analysis. The use of a semi-struc-
tured topic guide allowed for consistency across groups while providing
flexibility to pursue emerging topics relevant to participants’ experiences
(Schweitzer et al., 4). Some examples of interview questions include:
What are your expectations of e-learning? How did you experience e-learn-
ing during the COVID-19 pandemic? What infrastructure did you have at
home to support your participation in e-learning? How do you see the role
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