Page 284 - International Perspectives on Effective Teaching and Learning in Digital Education

Mirko Prosen and Sabina Ličen

Diverse Preferences in Learning Approaches
This theme captures the various learning preferences nursing students ex-
hibited in an e-learning environment, reflecting the need for educational
flexibility to accommodate diverse student needs.
Students expressed varied preferences for different learning formats, with
some showing a strong inclination toward active learning environments,
while others preferred hybrid or mixed approaches that combined synchro-
nous and asynchronous sessions. For instance, one participant noted:

Active participation helps me stay engaged, but I find that a mix of both
live and recorded sessions works best, allowing flexibility around my
schedule. [FG]
Another participant highlighted their interest in synchronous learning to
maintain a structured routine, stating:
Synchronous sessions keep me on track, whereas asynchronous ones
sometimes make it easy to procrastinate. [FG3]

Students showed preferences for specific types of educational tools and
content, such as videos, visual aids, quizzes, and interactive activities, which
support different learning styles and help maintain engagement. Two partic-
ipants said:
I learn best with interactive content, especially quizzes and hands-on
activities that make the material more engaging. [FG4]

Videos are incredibly helpful for visualising concepts, and I appreciate
self-paced materials that let me take my time. [FG3]

Self-Management and Motivation in E-Learning
In the context of e-learning, nursing students highlighted challenges relat-
ed to self-management and sustaining motivation. This theme demonstrates
the personal discipline required to balance study with other responsibilities
and maintain engagement without the structure of in-person learning.
Students frequently mentioned difficulties with time management and
procrastination in e-learning, pointing to the need for greater self-regulation
to stay on track with assignments and study routines. As one participant de-
scribed:

84