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dc.contributor.authorSáiz Manzanares, María Consuelo 
dc.contributor.authorCarrillo Pérez, Celia 
dc.contributor.authorEscolar Llamazares, María del Camino 
dc.contributor.authorRodríguez Arribas, Sandra 
dc.contributor.authorSerrano Gómez, Diego 
dc.date.accessioned2023-03-21T08:07:33Z
dc.date.available2023-03-21T08:07:33Z
dc.date.issued2022-12
dc.identifier.urihttp://hdl.handle.net/10259/7567
dc.description.abstractNowadays, technological teaching tools, such as virtual labs, have become essential, especially in nursing degrees. These resources help implement practical learning based on selfregulation and it is important to know how satisfied students are with them. This means it is important to study students’ perceived satisfaction with virtual labs in flipped learning experiences, which was the general objective of the present study. The aims of the study were: (1) to determine whether there were significant differences in nursing students’ perceived levels of satisfaction according to the type of subject or gender; (2) to ascertain what strengths and weaknesses nursing students perceived about using virtual labs; and (3) to determine the kinds of feelings (positive, negative or neutral) nursing students had using virtual labs. A mixed research methodology was applied, with a sample of 222 undergraduate nursing students at Burgos University (Spain). There were significant differences in the satisfaction perceived by students depending on the subject. Students reported medium-high satisfaction with virtual labs, although they did note that digital skills are needed to use them and suggested incorporating intelligent assistants. Virtual labs seem to be effective, although further studies are needed.en
dc.description.sponsorshipThis work was supported by the Vice-Rectorate for Teaching Staff from University of Burgos (Spain) (grant numbers TVLab_01, 3/02/21) and the Ministry of Science and Innovation of Spain Projects I+D+i Research Challenges (grant number PID2020-117111RB-I00, 01/01/21).en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherMDPIen
dc.relation.ispartofSustainability. 2022, V. 14, n. 23, 16074en
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectSatisfactionen
dc.subjectNursing studentsen
dc.subjectVirtual labsen
dc.subjectFlipped learningen
dc.subjectMixed methodsen
dc.subject.otherPsicologíaes
dc.subject.otherPsychologyen
dc.subject.otherEnfermeríaes
dc.subject.otherNursingen
dc.titleNursing Students’ Perceived Satisfaction with Flipped Learning Experiences: A Mixed-Methods Studyen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/su142316074es
dc.identifier.doi10.3390/su142316074
dc.relation.projectIDinfo:eu-repo/grantAgreement/UBU//TVLab_01/es
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-117111RB-I00/ES/ASISTENTES DE VOZ E INTELIGENCIA ARTIFICIAL EN MOODLE: UN CAMINO HACIA UNA UNIVERSIDAD INTELIGENTE/es
dc.identifier.essn2071-1050
dc.journal.titleSustainabilityen
dc.volume.number14es
dc.issue.number23es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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