Akademik Veri Yönetim Sistemi
Nurse Education Today, cilt.129, 2023 (SCI-Expanded)
Aim: This study aims to compare the effects of online and face-to-face education models using active learning methods on students' learning attitudes. Methods: This retrospective and quasi-experimental study included total 203 third-grade nursing students who took the Obstetrics and Gynecological Health Nursing course face-to-face and online in the fall semester of the 2019–2020 and 2020–2021. Active Learning Methods Questionnaire and the Scale Attitude Towards Learning (SATL) were used. Results: The mean score of active learning methods of the students receiving online education (77.35 ± 18.63) was higher than the face-to-face education group (67.00 ± 20.67). Although there was no difference between the face-to-face and online education groups in terms of the effort to learn and caring for learning, online students had a lower attitude towards learning avoidance (t: 6.540, p: 0.000). There was a negative and low-level significant correlation between the evaluation of active learning methods and the total score of SATL in the online education group (r = −0.200; p =.043), no correlation in face-to-face group (r: 0.004; p: 0.963). Conclusion: Online education, which uses active learning methods, affected positively students' attitudes towards learning and decreased their avoidance of learning more than face-to-face education. This study has shown that active learning methods allow online students to question theoretical knowledge, convey it to patient care, contribute to clinical knowledge, and facilitate their learning and analytical thinking based on the more positively evaluation by online students.