Evaluation of E-learning program versus traditional lecture instruction for undergraduate nursing students in a faculty of nursing

This article presents the results of a study to evaluate the effect of using electronic learning versus lecture of nursing students at a large state faculty where experience with and access to computer facilities are limited. The study was conducted on a group of (N = 276) second-year nursing students from both gender at the Faculty of Nursing of Ain Shams University in Cairo, Egypt. A control group using traditional lectures included 186 students, and a study group of 90 students used e-learning. Data were collected through a student's knowledge assessment sheet, observation checklists, a 7-point semantic differential scale, and an opinionnaire sheet. This article reports the analysis and statistical results of the study with respect to knowledge gained, practice, attitudes, and opinions toward traditional lectures and e-learning. Lack of computer skills of students affected their abilities to communicate effectively with the instructor and failed to participate in a variety of online communication methods. Students in the study group were satisfied with the e-learning program as a teaching method, but they did not wish to take another e-learning program except if they had computer and Internet at home. The study recommended that it is better to use and tune a “blended learning environment” that integrates the strengths of both e-learning and lecture into nursing education to provide the most efficient and effective instruction and overcome the deficiency of limited skills and resources.