الفهرس 
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Abstract
Summary
Electronic learning is defined as an approach to perform teaching and learning activities using computers and internet connection as the additional media that replaces the conventional face-to-face to an online meeting (Almanar, 2020; Dhawan, 2020). Electronic learning is student-centered, with students involved in the learning process, and teachers working as a supervisors and guides for students (Kanwal & Rehman, 2017; Aljaber, 2018).
Hence, studying students’ perception and self-efficacy toward using e-learning ensures students readiness to learn in the electronic environment. Also, increases students’ attendance, satisfaction and motivation thus generates an effective and meaningful learning environment. Positive perceptions will trigger students to do complex tasks to face obstacles. Also, students with higher self-efficacy have a strong intention to adopt e-learning systems (Udin et al., 2022).
Significance of the study:
The Ministry of Higher Education in Egypt has been pushed to adopt e-learning as a method of maintaining the system’s continuity (Sintema, 2020). So, each educational organization as nursing colleges has assumed e-learning for the smooth maintenance of teaching learning process. Students’ perceptions and self-efficacy of e-learning must be addressed by nursing faculties, so efforts geared toward enhancing the students educational experience (Sasmal & Roy, 2021).
Nursing students have specific requirements, expectations and interactions with online modalities differ. Despite the advantages of e-learning, still faces barriers and challenges that obstruct e-learning programs’ success (Al-Fraihat et al., 2017). So, identifying the perception and self-efficacy of nursing students toward e-learning could positively impact student outcomes specially and the faculty in general. Also, help overcome the challenges related to e-learning (Bagshaw, 2020).
So far, the effectiveness of e-learning has only been reviewed from a technical point of view, there have not been many studies on the success of e-learning in terms of students’ perception and its relation with their self-efficacy (Udin et al., 2022). Hopefully, this study will be giving insight about the studied variables to be taken into consideration, for enhancing the effectiveness of e-learning, maximizing students existing technological capability, enhancing quality of education and consequently improving students’ outcomes.
Aim of the study
This study aimed to assess relation between nursing students` perception and self-efficacy toward using electronic learning through the following objectives:
1. Assessing perception level of nursing students toward using electronic learning.
2. Assessing self-efficacy level of nursing students toward using electronic learning.
3. Assessing relation between nursing students’ perception and self-efficacy toward using electronic learning.
Research questions
This study aimed to answer the following research questions:
1. What is the perception level of nursing students toward using electronic learning?
2. What is the self-efficacy level of nursing students toward using electronic learning?
3. Is there relation between nursing students’ perception and self-efficacy toward using electronic learning?
Technical Design:
The technical design included research design, research setting, research subjects and tools used for data collection.
Research design:
A descriptive exploratory design was conducted to achieve the aim of this study. A descriptive design is defined as description of new situations, events, or concepts, examine relationships among variables, it is concerned with description of phenomenon of interest and focus on a single group or population characteristics without trying to make interference (Grove & Gray, 2019).
Setting:
The study was conducted in six nursing departments (Medical surgical, Pediatric, Obstetric, Community, Psychiatry and Administration) at the Faculty of Nursing of Al-Azhar University, Cairo governorate, Egypt. This setting was selected because it is the place of work for investigator, so the availability of sample and suitability of data collection were ensured.
Subjects:
A convenience sample of all available nursing students including repeater students during the academic year 2022- 2023 with different educational years (second, third and fourth years) from the above mentioned departments who utilized e-learning through their nursing studies was recruited in this study. Data collection was started from the beginning of April 2023 to the end of June 2023. Nursing students in first academic year were excluded because they didn`t had any experiences regarding using e-learning in nursing curriculum.
The sample size was calculated based on the number of students in each academic year which consisted of 376 students (The medical surgical department included 105 students in the second academic year, the third academic year included 58 nursing students in pediatric department and 58 nursing students in Obstetric department, the fourth academic year included 78 nursing students in Community department and 77 nursing students in Psychiatry department).
Tools for data collection:
Tool I: Students socio demographic, equipment support and technical data form (Appendix I):
• Part (1): Students’ socio demographic data: it concerned with students’ demographic data characteristics of the studied nursing students.
• Part (2): Students’ equipment support data: It was used to assess students’ equipment support data.
• Part (3): Students’ technical requirements: It was used to assess students’ technical requirements of the studied nursing students.
Tool II: Students perception questionnaire (appendix II): It was developed by investigator to assess the nursing students’ perception and awareness toward using e-learning.
Tool III: Students self-efficacy questionnaire (appendix III): It was standardized tool to assess nursing students’ self-efficacy toward using e-learning.
The main findings of this study revealed that:
The finding results of this study revealed that, 54.8% of studied nursing students their age range between 21-23 years and 41.0% of them were in the fourth academic year. While, 80.6% of them had moderate family income and 60.9% of them were from rural residence. Also, this study results revealed that 33.0% of studied nursing students had positive perception toward using e-learning, 46.0% of them had neutral perception toward using e-learning and 20.7% of them had negative perception toward using e-learning.
Additionally, this study results stated that, 27.4% of studied nursing students had high-self efficacy, 50.3% of them had average self-efficacy and 22.3% of them had low self-efficacy toward using e-learning. Finally, this study results showed that, there was a statistical significant correlation between studied nursing students’ total perception at p≤0.001** and their total self-efficacy toward using e-learning.
Conclusion
Based on the result of the present study, the study concluded that:
About one third of the studied nursing students had positive perception, less than half of them had neutral perception toward using e-learning and less than one quarter of them had negative perception toward using e-learning. Concerning nursing students’ self-efficacy, the results of the current study revealed that more than one quarter of the studied nursing students had high-self efficacy, more than one half of them had average self- efficacy toward using e-learning and less than one quarter of them had low self-efficacy toward using e-learning. Also, there was a highly statistically significant positive correlation between the studied nursing students’ total perception and their total self-efficacy toward using e-learning.
Recommendation
Based on findings of the present study, the following can be recommended:
1. Ongoing educating the academic nursing students about how to use e-learning platforms to transform them into the future through various media as well as the faculty members to help them become more knowledgeable and skilled.
2. Engaging on Webinars for summer courses to enhance e-learning using adaptation for both the faculty members and students.
3. Continuous training students on the use of the e-library to achieve best results toward using e-learning.
4. Collaborating the ministry of higher education with telecommunication companies to provide affordable and equitable internet services of using e-learning for all students.
5. Additional studies should be conducted to investigate faculty members’ attitudes and perceptions of e-learning as well as implementation difficulties that could affect positively or negatively on the students toward using e-learning.
6. Future study is recommended to evaluate the effect of using e-learning on the academic achievement of nursing students.