Page 275 - International Perspectives on Effective Teaching and Learning in Digital Education

Exploring Student Perspectives on E-Learning in Nursing Education

of the teacher in e-learning? and What forms of e-learning do you prefer:
active participation, a mix of active and passive participation, or more pas-
sive forms?
The text analysis was conducted using the software program NVivo, ver-
sion 1.7. (QSR International, Australia). The data were analysed using the six-
step process for thematic analysis as outlined by Braun and Clarke (6) and
adapted by Kiger and Varpio (). The steps included:

− Familiarisation with the data: The researchers reviewed each transcript
multiple times to gain a thorough understanding of the content.
− Generating initial codes: Key segments of the transcripts were coded
based on patterns observed in the data, using both inductive and de-
ductive approaches.
− Searching for themes: Codes were then grouped to identify broader
themes that represented underlying patterns in the data.
− Reviewing themes: Themes were refined and reorganised to ensure
coherence and alignment with the research objectives.
− Defining and naming themes: Each theme was defined to capture the
essence of the grouped codes and was given a descriptive label.
− Producing the report: A narrative was developed to present the themes,
supported by direct quotes from participants to illustrate key points.
The transcripts were originally in Slovenian, and the thematic analysis
was conducted in Slovenian to ensure authenticity and accuracy in
capturing participants' perspectives. The final results were then tran-
slated into English by the authors, who are fluent in both languages,
to facilitate reporting and ensure clarity for an international audience.

To ensure the trustworthiness of the findings, the study adhered to crite-
ria including credibility, dependability, confirmability, and transferability as
defined by Lincoln and Guba (1985). Credibility was enhanced through mem-
ber checking, where summaries of findings were shared with participants
to validate interpretations. Ten participants confirmed the final conceptual-
isation of findings. Dependability was supported by maintaining a detailed
audit trail documenting each step of data collection and analysis, enabling
replication of the methodology (Elo et al., 14). Confirmability was achieved
by maintaining reflexive journals throughout the study, reducing researcher
bias, while transferability was considered by providing detailed descriptions
of the sample and setting to allow others to assess the applicability of find-
ings to similar contexts (Manojlović et al., 3).

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