Investigating the Student Satisfaction of Combined Education Based on Learning Management System and Academic Participation

Abstract

Aim and Purpose: Considering the importance of nursing education, especially the use of modern educational technology to meet existing educational needs, the present study aimed to investigating the satisfaction and academic participation of nursing students who use combination education based on learning management system (LMS) and studied their degree of satisfaction and academic participation. Method: This is a descriptive cross-sectional study in which 229 undergraduate nursing students. After obtaining permission from the university's ethics committee and informed consent, demographic data form, satisfaction of combined education questionnaire of Zolfaghari et al.'s, the educational participation scale questionnaire of Frederick et al.'s was completed as a tool for collecting data. Data were analyzed by SPSS software version 23 and significance level less than 0.05, descriptive statistics, independent t-test, one way ANOVA, and Scheffe post hoc test and Pearson correlation. Findings: The vast majority had a moderate or lower familiarity with the LMS system (75.5%). The majority did not easily access the LMS system (56.3%). Only 2.2% of the units had high satisfaction and 40.2% had relative satisfaction and 57.6% had low satisfaction from LMS-based combination training. The mean and standard deviation of the educational participation score was 51.16±14.86 and their behavioral subscale scores 69.68±16.48 and the emotional subscale was 49.56±20.53 and the cognitive subscale was 38.25±20.55%. Conclusion: According to the results of the study, most of the research units had low satisfaction with LMS-based combination training, which could increase student satisfaction by using all the capabilities of the learning management system and the more interactive design of the combination training, as the majority of previous studies have shown high satisfaction with combined training.