Page 286 - International Perspectives on Effective Teaching and Learning in Digital Education
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Mirko Prosen and Sabina Ličen
enabling self-paced study (Sareen & Mandal, 4). While this adaptability
supports accessibility, it also emphasises the need for robust technological
infrastructure. Sayaf (3) and Mojarad et al. (3) further noted that flexi-
ble learning alone does not ensure quality engagement, with infrastructural
inconsistencies often amplifying accessibility issues.
Our study also identified challenges in maintaining engagement, consist-
ent with research by Njenga (18) and Wu et al. (), who found that while
e-learning supports knowledge dissemination, it often lacks the interper-
sonal dynamics necessary for effective learning (Luppicini & Walabe, 1).
The absence of direct interaction can undermine collaborative learning and
skill-building, particularly in fields like nursing, where peer and instructor in-
teractions are integral to professional development (Eshun Yawson & Amofa
Yamoah, 1).
Technological challenges, such as unreliable internet and insufficient
equipment, were also highlighted. These limitations align with findings from
Wu et al. (), which suggest that technology infrastructure is often a barri-
er to e-learning success, particularly in low-resource settings where students
face inequitable access to essential tools (Luppicini & Walabe, 1). Ensuring
access to reliable technology and internet resources still remains a critical
component in supporting effective digital education.
A core concern for nursing students was the difficulty in acquiring practi-
cal skills through e-learning alone. The importance of hands-on experience is
well-documented in constructivist learning theory, which emphasises expe-
riential and applied learning as essential for knowledge retention (O‘Connor
et al., ). Research indicates that while e-learning can support theoretical
knowledge acquisition, practical competencies require blended learning ap-
proaches that incorporate real-world application (Ličen et al., 3). Thus, hy-
brid models that integrate digital learning with in-person practical sessions
may offer a more comprehensive learning experience in health sciences.
Our study’s findings on varied student preferences for learning styles indi-
cate a need for more personalised pathways in e-learning. Research by Tsai et
al. (3) supports this, showing that constructivist approaches that accom-
modate individual preferences enhance both engagement and academic
outcomes. Adaptive platforms that allow students to interact with content in
diverse ways could be instrumental in meeting these varied needs effectively.
Many students highlighted self-management and motivation as ongoing
challenges in e-learning. While e-learning enables self-directed learning, it
also demands high levels of intrinsic motivation, as found in other studies
examining the motivational aspects of digital education (Ličen et al., ).
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