Perceptions of online learning engagement strategies among the undergraduate nursing students at the University of Rwanda

Abstract

Introduction Online learning is a progressively becoming a standard practice in nursing education. It is crucial for university instructors to prioritize enhancing engagement among undergraduate nursing students in their online courses. However, the studies about the perceptions of online learning engagement strategies among the undergraduate nursing students at the University of Rwanda are limited. Thus, the aim of this study is to find out how the undergraduate nursing students at the University of Rwanda perceive online learning engaging strategies

Methods The study used cross sectional design with quantitative method. Data from 288 undergraduate nursing students from three campuses (Rwamagana, Remera and Huye) of University of Rwanda were used to assess their perceptions on the various online learning engagement strategies. The research questionnaire was designed in google form and a link to the questionnaire was distributed to the study participants through WhatsApp messenger service. Data were analyzed by SPSS version 28. Descriptive statistics was utilized to analyze participants’ demographic characteristics while independent sample t-test was used to test effect of online learning engagement strategies and participant demographics. The results were presented in tables.

Findings The findings indicated that undergraduate nursing students have positive perception towards engagement with collaborative work using online communication tools for academic tasks. The majority of respondents (61.1%) agreed that they often work collaboratively with their peers using online tools, such as for case studies and projects. Similarly, a significant percentage of participants reported frequent interaction with peers through student presentations. However, certain activities, such as posting audio and/or video files in threaded discussions, received lower engagement scores. The participants highly valued (M=4.18, SD=0.963) the instructor's creation of a course orientation, as it provided them with an overview of the course structure, expectations, and resources. Furthermore, the study revealed that students actively utilized optional online resources to gather further knowledge, indicating their motivation and initiative in seeking supplementary materials for enhanced learning.

Conclusion This aim of this study was to assess the perceptions of three online learning engagement strategies: learner to learner, learner to instructor, and learner to content interaction. The findings revealed that students highly value collaborative work and frequently interact with their peers through student presentations. The participants also placed significant value on the instructor's creation of a course orientation, which helps familiarize students with the course structure and available resources. Moreover, the majority of students actively utilized optional online resources to develop deeper into topics, showcasing their motivation and initiative to enhance their learning experience.