{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/506"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/506","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"A case study for evaluating nursing and health sciences student satisfaction with e-learning","abstract":"An increased demand for e-learning in nursing and health sciences education is emerging and not enough is known about factors determining nursing student satisfaction with e-learning, therefore studies clarifying how to design and implement efficient e-learning programs to increase student satisfaction are necessary. This case study helps fill this gap by investigating the factors influencing nursing students’ satisfaction with e-learning and the relationship between satisfaction and GPA in healthcare higher education. A web-based questionnaire collected data on various aspects of e-learning and 140 students from University of Ontario Institute of Technology participated. Statistical analysis was completed and responses to open-ended questions were explored using thematic open-coding. Results revealed the most highly influential factors on nursing student satisfaction being perceived liking and perceived usefulness, while usability and communication & teaching factors having less predictive power to the student satisfaction. Another important finding is that any potential student that wants to pursue studies in a health related program in the university where e-learning is part of the program, who has a high level of satisfaction will be able to obtain a good GPA. Major barriers in using e-learning were identified in the area of communication, course management, feeling of being disconnected, and technology issues. In conclusion, we believe the findings of this study add a new perspective on satisfaction factors with e-learning for nursing students and describe the link between their satisfaction level and GPA. Further research is required to explore how e-learning program design can address the barriers to e-learning identified in this study and further explore the conclusions of this study to other nursing and health sciences programs at other universities.","abstract_html":"An increased demand for e-learning in nursing and health sciences education is emerging and not enough is known about factors determining nursing student satisfaction with e-learning, therefore studies clarifying how to design and implement efficient e-learning programs to increase student satisfaction are necessary. This case study helps fill this gap by investigating the factors influencing nursing students’ satisfaction with e-learning and the relationship between satisfaction and GPA in healthcare higher education. A web-based questionnaire collected data on various aspects of e-learning and 140 students from University of Ontario Institute of Technology participated. Statistical analysis was completed and responses to open-ended questions were explored using thematic open-coding. Results revealed the most highly influential factors on nursing student satisfaction being perceived liking and perceived usefulness, while usability and communication & teaching factors having less predictive power to the student satisfaction. Another important finding is that any potential student that wants to pursue studies in a health related program in the university where e-learning is part of the program, who has a high level of satisfaction will be able to obtain a good GPA. Major barriers in using e-learning were identified in the area of communication, course management, feeling of being disconnected, and technology issues. In conclusion, we believe the findings of this study add a new perspective on satisfaction factors with e-learning for nursing students and describe the link between their satisfaction level and GPA. Further research is required to explore how e-learning program design can address the barriers to e-learning identified in this study and further explore the conclusions of this study to other nursing and health sciences programs at other universities.","abstract_has_math":false,"creators":["Vica, Carmina"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Health Sciences (MHSc)","degree_level":null,"degree_discipline":"Health Sciences","degree_department":null,"school":null,"contributors":[],"advisors":["Percival, Jennifer"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01","date_published":"2015-01-01","updated_at":"2026-07-24T05:35:32Z","subjects":["E-learning","Nursing student","Student satisfaction","GPA","Health sciences student"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/506","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Percival, Jennifer"]},{"key":"dc:creator","label":"Author","values":["Vica, Carmina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-04-09T19:29:20Z","2022-03-29T16:54:20Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-04-09T19:29:20Z","2022-03-29T16:54:20Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-01-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Health Sciences"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Health Sciences (MHSc)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["E-learning","Nursing student","Student satisfaction","GPA","Health sciences student"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/506"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["An increased demand for e-learning in nursing and health sciences education is emerging and not enough is known about factors determining nursing student satisfaction with e-learning, therefore studies clarifying how to design and implement efficient e-learning programs to increase student satisfaction are necessary. This case study helps fill this gap by investigating the factors influencing nursing students’ satisfaction with e-learning and the relationship between satisfaction and GPA in healthcare higher education. A web-based questionnaire collected data on various aspects of e-learning and 140 students from University of Ontario Institute of Technology participated. Statistical analysis was completed and responses to open-ended questions were explored using thematic open-coding. Results revealed the most highly influential factors on nursing student satisfaction being perceived liking and perceived usefulness, while usability and communication & teaching factors having less predictive power to the student satisfaction. Another important finding is that any potential student that wants to pursue studies in a health related program in the university where e-learning is part of the program, who has a high level of satisfaction will be able to obtain a good GPA. Major barriers in using e-learning were identified in the area of communication, course management, feeling of being disconnected, and technology issues. In conclusion, we believe the findings of this study add a new perspective on satisfaction factors with e-learning for nursing students and describe the link between their satisfaction level and GPA. Further research is required to explore how e-learning program design can address the barriers to e-learning identified in this study and further explore the conclusions of this study to other nursing and health sciences programs at other universities."]},{"key":"dc:title","label":"Title","values":["A case study for evaluating nursing and health sciences student satisfaction with e-learning"]}]}],"canonical_facts":{"dc:contributor.advisor":["Percival, Jennifer"],"dc:creator":["Vica, Carmina"],"dc:date.accessioned":["2015-04-09T19:29:20Z","2022-03-29T16:54:20Z"],"dc:date.available":["2015-04-09T19:29:20Z","2022-03-29T16:54:20Z"],"dc:date.issued":["2015-01-01"],"dc:description.abstract":["An increased demand for e-learning in nursing and health sciences education is emerging and not enough is known about factors determining nursing student satisfaction with e-learning, therefore studies clarifying how to design and implement efficient e-learning programs to increase student satisfaction are necessary. This case study helps fill this gap by investigating the factors influencing nursing students’ satisfaction with e-learning and the relationship between satisfaction and GPA in healthcare higher education. A web-based questionnaire collected data on various aspects of e-learning and 140 students from University of Ontario Institute of Technology participated. Statistical analysis was completed and responses to open-ended questions were explored using thematic open-coding. Results revealed the most highly influential factors on nursing student satisfaction being perceived liking and perceived usefulness, while usability and communication & teaching factors having less predictive power to the student satisfaction. Another important finding is that any potential student that wants to pursue studies in a health related program in the university where e-learning is part of the program, who has a high level of satisfaction will be able to obtain a good GPA. Major barriers in using e-learning were identified in the area of communication, course management, feeling of being disconnected, and technology issues. In conclusion, we believe the findings of this study add a new perspective on satisfaction factors with e-learning for nursing students and describe the link between their satisfaction level and GPA. Further research is required to explore how e-learning program design can address the barriers to e-learning identified in this study and further explore the conclusions of this study to other nursing and health sciences programs at other universities."],"dc:identifier.uri":["https://hdl.handle.net/10155/506"],"dc:language.iso":["en"],"dc:subject":["E-learning","Nursing student","Student satisfaction","GPA","Health sciences student"],"dc:title":["A case study for evaluating nursing and health sciences student satisfaction with e-learning"],"dc:type":["Thesis"],"thesis:degree_discipline":["Health Sciences"],"thesis:degree_name":["Master of Health Sciences (MHSc)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:32Z"}