The effect of blended learning on nursing students' performance in University of Lagos College of Nursing
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Background of the Study
Blended learning, which combines traditional face-to-face classroom instruction with online learning, has become increasingly popular in nursing education as it offers flexibility and access to diverse learning materials (Oliver & Weidner, 2024). This approach enables nursing students to engage with content at their own pace while also benefiting from the guidance and expertise of their instructors during in-person interactions. The integration of technology in nursing education is vital, as it prepares students to navigate the growing reliance on digital tools and technologies in healthcare (Davis & Patel, 2023). Blended learning can also accommodate diverse learning styles, allowing students to engage with content in a variety of formats, such as videos, articles, and online discussions, which can lead to improved comprehension and retention (Williams & Turner, 2023).
At University of Lagos College of Nursing, blended learning has been introduced to enhance the delivery of nursing programs, particularly in theoretical courses. This shift aims to improve students’ academic performance by providing more accessible and engaging learning opportunities (Ogunyemi et al., 2023). Studies have shown that blended learning can lead to higher academic performance and greater student satisfaction compared to traditional learning methods, as it promotes active learning and increases student engagement (Lee & Kim, 2023). However, the success of blended learning is contingent on factors such as the availability of technological resources, students' ability to adapt to online learning environments, and the level of instructor support (Thompson et al., 2024).
Despite the potential benefits, there are concerns about the effectiveness of blended learning in nursing education. Some students may struggle with the online component due to technological challenges, lack of self-discipline, or difficulty in balancing both learning modes. Additionally, instructors may lack the skills or time to effectively manage the online components of the program (Gonzales & Mackey, 2023). Therefore, it is important to evaluate how blended learning affects nursing students' academic performance at University of Lagos College of Nursing, particularly in terms of knowledge retention, skill development, and overall achievement.
Statement of the Problem
While blended learning is touted as a method to enhance nursing students’ academic performance, there is limited empirical evidence that specifically examines its impact on students at University of Lagos College of Nursing. As the institution continues to incorporate blended learning into its nursing programs, it is essential to evaluate whether this approach is genuinely improving students' performance or if there are barriers that prevent students from fully benefiting from it. Some students may not be equipped with the necessary digital literacy skills to navigate online learning platforms effectively, while others may struggle with the self-regulation required in a blended learning environment (Miller et al., 2024). Furthermore, there is a lack of understanding about how the blended learning approach affects different aspects of students' performance, such as clinical knowledge, practical skills, and exam outcomes.
The problem is further compounded by disparities in access to reliable internet and technology, which may hinder the learning experience of some students (Baker & Lewis, 2023). With the growing reliance on blended learning in nursing education, it is crucial to investigate its effectiveness and identify ways to optimize the learning experience for students at University of Lagos College of Nursing.
Objectives of the Study
- To assess the impact of blended learning on nursing students’ academic performance at University of Lagos College of Nursing.
- To explore the challenges faced by nursing students in adapting to blended learning environments.
- To evaluate the relationship between blended learning and students’ clinical knowledge and skills development.
Research Questions
- How does blended learning affect nursing students' academic performance at University of Lagos College of Nursing?
- What are the challenges that nursing students face when participating in blended learning at University of Lagos College of Nursing?
- How does blended learning influence nursing students' development of clinical knowledge and practical skills?
Research Hypotheses
- There is a significant positive relationship between the use of blended learning and nursing students' academic performance at University of Lagos College of Nursing.
- Students who engage in blended learning will report higher levels of clinical knowledge and skill development compared to those who engage in traditional learning methods.
- Challenges such as technological access and digital literacy significantly influence the effectiveness of blended learning for nursing students at University of Lagos College of Nursing.
Scope and Limitations of the Study This study will focus on nursing students enrolled at University of Lagos College of Nursing and their experiences with blended learning. It will assess academic performance across theoretical and clinical components of their program. The study does not extend to other educational institutions or focus on nursing students in other levels of training. Limitations may include variation in students’ access to technology, the heterogeneity of learning environments, and potential biases in self-reported data.
Definitions of Terms
- Blended learning: An instructional approach that combines online learning with traditional face-to-face teaching to enhance student learning experiences.
- Academic performance: The measure of a student's success in meeting educational objectives, often evaluated through grades, exam results, and practical assessments.
- Clinical knowledge and skills: The theoretical knowledge and practical abilities that nursing students acquire through their education to provide competent patient care.
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