E-Learning Fatigue and the Cognitive, Educational, and Emotional Impacts on Communication Sciences and Disorders Students During COVID-19

Purpose: The purpose of this study was to investigate e-learning fatigue;the cognitive, educational, and emotional impacts on university students;and attitudes toward different course delivery modes after more than a year of COVID-19--mandated distance education in the United States. Method: A survey consisting of 25 Likert items was conducted with a total of 50 graduate and undergraduate students, mostly women between the ages of 18 and 45 years, majoring in communication sciences and disorders (CSD) at a Historically Black College/University (HBCU). Results: Younger, undergraduate, and Black/African American students reported being most unfavorably impacted by the e-learning requirements of COVID-19. Students without a prior history of online and hybrid learning also reported unfavorable effects, but not as consistently. Participants reporting higher levels of e-learning fatigue noted the greatest difficulties across all major areas of the study: learning, mental health, and attitudes toward e-learning. Higher e-learning fatigue was correlated with a higher negative impact on perceptions of future clinical effectiveness. Conclusions: Results show e-learning fatigue and the educational and emotional challenges of mandated e-learning during COVID-19 disproportionately affected certain groups of students, and they reported unfavorable views of elearning and future clinical ability. This is the first study to examine how CSD students were affected by required distance learning during the pandemic. Future investigations may examine the long-term effects of the pandemic on students and their clinical skills, groups most susceptible to the negative impacts of e-learning, and ways to mitigate these effects to improve students' educational experiences and emotional well-being.

COVID-19 Pandemi Döneminde Hemşirelik Öğrencilerinin Uzaktan Eğitim Sürecine Ílişkin Görüş ve Tutumlarının Değerlendirilmesi

Objective: This study was conducted to evaluate the views and attitudes of undergraduate nursing students regarding the distance education process during the COVID-19 pandemic period. Materials and Methods: The research was conducted between 16-25 July 2020 as a descriptive study. The research sample group consists of 434 nursing students. In the collection of data;"Personal Information Form" and "Online Learning Attitude Scale (OLAS)" were used. In the analysis of data;numbers, percentage distributions, mean and standard deviation values were calculated, and independent sample t test, oneway analysis of variance and Pearson correlation analysis were used for comparisons. Results: The mean score of the students participating in the research was 54.81±16.63, and it was found that the majority of the students were satisfied with distance education (75.6%) during the COVID-19 pandemic, received timely feedback about exams and homework in distance education (81.5%), and did not experience connection problems in distance education (81.5%). Among the students participating in the research, it was determined that the fourth grade students had a higher mean score of OLAS compared to the first grade, while those who preferred face-to-face education had a lower mean score of OLAS than those who preferred other education methods. It was determined that there was a positive correlation between the mean score of OLAS and age (r=0.153, p<0.05). At the same time, a significant negative correlation was found between the academic average of the students and the mean score of the OLAS (r=-0.159, p<0.05). Conclusion: Even though nursing students show an indecisive attitude towards online learning, it is seen that they want the hybrid education system. In further studies, it is recommended to evaluate students' views on both education systems together with their education outcomes.

Adaptation and Validation of a Chinese Online Self-Regulated Learning Questionnaire

This study aimed to adapt and validate a Chinese version of the online self-regulated learning questionnaire (COSLQ) with Chinese junior secondary students in Hong Kong. A total of 716 students from six schools participated voluntarily in the study. Overall, the findings of this study supported the COSLQ's psychometric quality. The COSLQ subscales all demonstrated high internal consistency. Different measurement models were tested using confirmatory factor analysis. The results indicated that a 7-factor model best fit the data, suggesting that the participants could distinguish seven types of online self-regulatory strategies: goal setting, environment structuring, time management, effort regulation, cognitive/monitoring strategies, help seeking, and self-evaluation.