الفهرس 
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Abstract
Electronic learning (E-learning) is an innovative learning tool that provides an
opportunity for technology-driven distance teaching. E-learning not only enhances
learning quality, but it has also become the only medium of learning during the
COVID-19 pandemic, when people have been forced to stay at home. Due to the
pandemic, most countries have initiated online. E-learning is a teaching and learning
approach based on the use of electronic media and devices as tools to improve access
for communication, interaction, and training, and it enables the implementation of
innovative ways of understanding and developing learning. It works in educational
environments, training program initiatives, or for skill development purposes. Also,
E-learning allowing students to work at their chosen time, location and pace, which is
advantageous for healthcare students who often study around 12- hour shifts, shift
rotations, mandatory overtime and family life (Wang et al., 2019).
Satisfaction refers to perceptions of the learning experience and the perceived
value of studying and learning in an academic course or program, it also “the degree
to which a person feels positive association with his or her own educational
experience”. In regard to satisfaction with the E-learning experiences. Satisfaction
with e- learning experience defined as a combination of beliefs and attitudes that are
the product of combining all the benefits a learner experiences in the blended learning
environment (Martin & Bolliger, 2018).
This study was conducted to assess nursing students and teaching staff’s
perception of electronic learning and its relation to their satisfaction through
answering the following questions: What is the level of nursing student’s perception
toward electronic learning? What is the level of teaching staff’s perception toward
electronic learning? What is the level of satisfaction toward electronic learning among
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nursing students and teaching staff? Is there a relation between nursing students and
teaching staff perception of E-learning and their satisfaction?
This study was conducted at faculty of nursing Menoufia University at Shebin
El-Kom. A descriptive correlational design will be used in the current study. A
proportional allocation sample of 30% from the first, second, third, and fourth nursing
students enrolled in the above-mentioned setting in the academic year 2020-2021 will
included in the study and a convenience sample will be used to choose teaching staff
who is working in the above mentioned study setting.
The data of this study collected by using three instruments: Instrument I:
Nursing student’s electronic perception questionnaire that used to assess nursing
students perception toward E-learning, that consisted of two parts: Part one: The
personal characteristics of the nursing students. Part two: Electronic perception
questionnaire it contained 38 items. Instrument II: Teaching staff electronic
perception questionnaire that used to assess teaching staff perception toward E-
learning, that consisted of two parts: Part one: Personal characteristics of the teaching
staff, Part two Electronic perception questionnaire it consisted of (27) items.
Instrument III: Electronic satisfaction scale, it consisted of two parts: Part one:
Nursing student’s electronic satisfaction scale, it consisted of 30 items. Part two:
Teaching staff electronic satisfaction scale which consisted of 18items.
Instruments reliability:
These instruments were tested for reliability to estimate the consistency of
measurement. Reliability performed using (Chronbach alpha test). The internal
reliability of Electronic perception questionnaire regarding nursing students was
(0.94), Electronic perception questionnaire regarding teaching staff was (0.86), and
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Electronic satisfaction scale was calculated ex post facto α = (.88) resulting in a high
degree of internal consistency.
The results of the current study can be summarized as follows:
The highest percentage of the studied students were from the first year (32 %)
and had more than (20) years old and most of them were female (66.7%).
The highest percentage of the studied teaching staff (53%) was between (30-
<40) years old. Regarding years of experience most of them had (15) or less
than (20) was (32%) and regarding position the majority of them were lecturer
(46%).
The highest mean score with the first ranking was for learner-content-inter
action dimension in E-learning (17.244.038) with a mean percentage of
(71.8%) and the lowest mean score with the last ranking was for learner-
instructor-inter action in E-learning (14.913.871) with a mean percentage of
(71.0 %).
More than half (51.1%) of nursing students had a low percentage level toward
E-learning, while (30.6%) of nursing students had a moderate percentage level
toward E-learning and less than one fifth (18.3%) of nursing students had
a high percentage level toward E-learning.
The highest mean score with the first ranking was general perception toward
E-learning (20.76±2.567) with a mean score percentage of (76.9%) and the
lowest mean score with the last ranking was barriers of E-learning
(36.51±6.144) with a mean score percentage of (67.6%).
The majority of teaching staff had a low perception level about E-learning
with (72.0%) while, one fifth (26%) had a moderate perception level toward
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E-learning. Additionally, about (2.0%) had a high perception level toward
E-learning.
More than half (56.1%) of nursing students had a low satisfaction level about
E-learning, in addition about one fifth (22.8%) of nursing students had a
moderate satisfaction level about E-learning. While about one fifth (21.1%) of
nursing students had a high satisfaction level about E-learning.
More than half (53%) of teaching staff had a low satisfaction level about E-
learning, in addition one third (31%) of teaching staff had a moderate
satisfaction level toward E-learning .While less than one fifth (16%) of
teaching staff had a high satisfaction level about E-learning .
There was a highly statistically significant positive correlation between
nursing students and teaching staff perception of E-learning and their
satisfaction.
There was statistical significant relation between nursing student’s personal
characteristics, perception level toward E-learning and their satisfaction level.
There was a relation but not a statistical significant between personal
characteristics of studied teaching staff and their perception toward E-learning.
According to the study findings, it recommended:
For Faculty administration:
Improve the infrastructure and its technical supplies in order to create the right
conditions for teachers in teaching, preparing professional technical staff and
support user.
Develop different and well planned E-learning programmes to faculty staff and
nursing students to improve their competences about E-learning system.
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Provide budget plan for establishing an integrated information technology
infrastructure and E- learning should be prioritized, along with other necessary
requirements
Develop strategically planning for facilitating the adoption and effective use of
E-learning and the implementation of quality and sustainable E-learning.
Provide enough computers to suit the number of students and improve the Internet
Support the application of E- learning courses that be guided by the institution to
improve learning opportunities for students and enhance learning outcomes and
skills.
For teaching staff:
Teaching staff have to attend workshops on E-learning that focus on developing
a positive attitude among teachers towards E-learning, information and
communication technology.
All teaching staff have to adopt E-learning strategies in their teaching courses.
All undergraduate-nursing programs should include health informatics as part of
the core curriculum and information technology should be integrated throughout
the entire program.
For nursing students:
Awareness of E-learning should be raised among nursing students especially
during COVID-19 pandemic through training programs and workshops.
Equipping nursing students with the needed knowledge and skills as well as
building appropriate platforms and facilitative environments are the building
stones for future educational systems.
For Research level:
Further researches are required to:
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Repeat the study on large sample size and in numerous educational institutions
to facilitate generalization of results.
Study the E-learning problems and strategies of improvements from the
Faculty students perspectives.
Study the effect of E-learning on nursing practice skills among nursing students.
Evaluate the online distance learning outcomes on learner achievement.