Page 276 - International Perspectives on Effective Teaching and Learning in Digital Education

Mirko Prosen and Sabina Ličen

Ethical approval was obtained from the Commission of the University of Pri-
morska for Ethics in Human Subjects Research (Approval No: 464-16-3/),
ensuring compliance with ethical standards in qualitative research. Partici-
pants provided informed consent, were assured of their right to withdraw at
any point, and were guaranteed anonymity in any publications resulting from
the study. The study was co-funded by the ARIS – Slovenian Research and In-
novation Agency (Development of a digital education standard in higher ed-
ucation for ensuring equity and accessibility in digital education, J5-457).

Findings
Sample Strength, Vocabulary Structure and Key Themes:
An Initial Analysis
The sample including 15 students enrolled in the Bachelor of Nursing pro-
gramme and 5 in the Master’s of Nursing programme at the University of Pri-
morska, Faculty of Health Sciences, during the academic year /3. Of the
Bachelor’s group, 6 participants were part-time students. The sample was com-
posed of 13 female and 7 male participants, with an average age of 7.6 years.
The review and analysis of the interview sample indicated a high level of
reliability and homogeneity, as confirmed by Pearson’s correlation coeffi-
cient, which measures word similarity among sources (r = .859). In this con-
text, the Pearson coefficient suggests a strong correlation, meaning that the
vocabulary across different transcripts is highly similar, which reinforces the
consistency of responses within the focus groups. This high level of similarity
allows for robust analysis as it indicates that the transcripts can be grouped
together effectively, highlighting patterns and themes common to the par-
ticipant group.
As part of the preliminary analysis of transcript characteristics, our initial
goal was to identify vocabulary features from a structural perspective. In the
early steps, we analysed the most frequently used words across all transcripts
(minimum length of 7 letters) and presented this visually through a word
cloud (Figure 1) and cluster analysis (Figure ).
The word cloud in Figure 1 is providing a visual representation of key terms
that emerged during the focus group discussions. The words ‘education’, ‘stu-
dents’, ‘learning’, ‘lectures’, and ‘professors’ appear prominently, indicating that
these concepts were central to the participants’ experiences and discussions.
This prominence reflects the primary themes around educational practices,
student engagement, and the role of educators in the e-learning context.
Smaller but notable words, such as ‘support’, ‘technology’, and ‘interaction’
may suggest additional areas of concern or interest.

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