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2019, Cilt 9, Sayı 2, Sayfa(lar) 342-348 |
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DOI: 10.5961/jhes.2019.336 |
Do Individual Innovation Characteristics Affect Readiness Online Learning? |
Yeliz SÜRME, Yağmur SEZER EFE, Özlem CEYHAN, Sevda KORKUT, Nuray CANER |
Erciyes University, Faculty of Health Sciences, Department of Nursing, Kayseri, Turkey |
Keywords: Individual innovation, Nursing, Online learning |
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This study was conducted as a descriptive study to determine the effect of individual innovativeness of nursing students on the readiness
of online learning. This study has a total of 1040 students who were enrolled in Erciyes University Health Sciences Faculty Department
of Nursing in the 2017-2018 academic year. The number of students included in the study according to the known universal sample was
calculated as 300, but the study was completed with 573 students voluntarily participating in the study. Erciyes University, Social Sciences
and Humanities written permission was taken from the Ethics Committee and written informed consent was taken from students. The
data were collected by the researchers using the Personal Information Form, the Individual Innovation Scale, and the readiness to online
learning scale. The analysis of the data, descriptive statistics, Kruskal-Wallis and posthoc Bonferroni, Mann Witney U, Spearman correlation
analysis were used. The mean age of the students was 21.0± 2.8. Of the students; 32.8% were in the fourth grade, 81.3% were women, and
62.1% were living in the province center. Of the nursing students; 54.8% selected voluntarily nursing profession, 45.9% selected nursing
profession because of job opportunities. The mean scores of the Individual Innovativeness Scale (ISS) and Online Learning Readiness
Scale (OLRS) respectively were 58.20±12.24 and 50.86±18.95. When the individual innovation scale and the subscale scores of the
students were compared according to their classrooms, it was determined that the total score averages of the fourth-grade students were
higher than the other classes. (p<0.05). When the average scores OLRS were compared, average scores of first-grade students were higher
than the other grades (p<0.05). Nursing student’s level of readiness for online learning with their individual innovativeness features was
low; there was a positive relationship between individual innovation and online learning readiness. Students are more likely to be ready
for online learning in the first year; innovations develop as class levels increase. It is suggested to add to the course content of innovation
related skills in order to enhance students’ readiness for online learning. |
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Abstract
Introduction
Methods
Results
Disscussion
References
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Health is the right of every human being. For health protection,
development, treatment/care and rehabilitation, nurses need
to renew themselves in parallel with scientific, technological,
economic, social and communal changes and developments
(Dil, Uzun, & Aykanat, 2012).
Innovation is transforming a new and valuable thought or
knowledge into a society-useful product or process (Ertuğ &
Kaya, 2017). Nowadays, continuous change in information
and technology requires continuous learning and renewal.
This process shows that the concept of self-learn is a feature
that individuals should gain. In addition, individuals living in
the period of technology are expected to know the ways of
accessing information, could use the information they have
reached and could produce new information (Özer, 2003).
Online learning or e-learning is one of the internet’s fastest
usage areas. Online learning also includes career development
training. It also creates a significant advantage when the
workforce is applied to all training areas and new labor force
programs. Online learning can be called a web-based training
system offered on the internet or on a computer network
(Aslan, 2006).
Due to the continuous development of information and
communication technologies, individuals should be able to
use new technologies and improve their innovation to achieve
new knowledge. For this, trainers need to plan training-related
teaching activities to promote individual innovation and to
participate in research on these issues (Xu, 2010).
Teaching staff, students and nurses working in the field
could use innovative training methods that keeping up with
technology, supported by evidence-based scientific studies
in order to meet the requirements of the future health care
system and the needs of the students. To determine and
improve the effectiveness of innovative educational methods,
determining the students’ situation and planning educational
activities according to their needs will increase development.
The aim of this study was to determine the effect of individual
innovation characteristics of nursing students on online
readiness. |
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Abstract
Introduction
Methods
Results
Disscussion
References
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The study was conducted as a descriptive study with nursing
students studying the Faculty of Health Sciences of a university.
In the study, sample selection was not made and the study was
conducted with 573 nursing students who agreed to participate
in the study because it was based on volunteerism. The data
were collected using the socio-demographic characteristics
form, the Individual Innovation Scale (IIS) and the scale of
readiness for online learning (OLRS).
Socio-Demographic Characteristics Form: It consists of 13
questions including socio-demographic characteristics of the
students and created by researchers by reviewing related
literature (6,13-14).Individual Innovation Scale (IIS): The scale was done the
validity and reliability of the Turkish version by Sarıoğlu-Kemer
and Altuntaş (2017) and was developed by Hurt et al. (1977). In
the Turkish version of the scale, the Cronbach alpha coefficient was calculated as 0.82 and the study was found as 0.90. The
Turkish version of the Individual Innovation Scale, which has
a five-point likert (Strongly Agree-5, Strongly Disagree-1),
consists of 18 items and 3 subscales (opinion leadership (OL) ,
resistance to change (RC) and risk taking (RT)). While 11 items
of the scale (1, 2, 3, 5, 8, 9, 11, 12, 16, 18, 19) are positive, seven
items (6, 7, 10, 13, 15, 17, 20) consist of negative statements.
More than 82 points are categorized as innovative, 75-82
points pioneer, 66-74 points questioning, 58-65 skeptical, and
≤ 57 points are traditional. In the calculation of the IIS total
score, firstly the scores of the positive items were collected
and then the negative items points were collected (Sarıoğlu-
Kemer & Altuntaş 2017).
Online Learning Readiness Scale (OLRS): OLRS was developed
by Hung, Chou, Chen, & Own (2010) and was done by Turkish
Validity and Confidence by Ilhan and Çetin (2013). It consists
of 18 items and five subscales (Self-Efficacy of Computer
and Internet Use (SECIE), Self Learning (SL), Learning Control
(LC), Learning Motivation (LM) and Self-Efficacy of Online
Communication (SEOC)) (Hung et al., 2010; İlhan & Çetin,
2013). It is taken from the scale scores between 18 and 90. The
Cronbach’s alpha coefficient of the scale ranged from 0.73 to
0.87 for all subscales. In this study, reliability Cronbach’s alpha
coefficients for all subscales is 0.53-0.93.
The Ethical Dimension of Research
The permission of the institution, Ethical Committee (No: 24),
written consents of students participating in the study were
obtained.
Data Analysis
Statistical analyses were performed using SPSS for Windows
version 21 (IBM, SPSS Statistics 20). The descriptive statistics
(number, percentage, mean, standard deviation), Shapiro-
Wilk, Mann Witney U test, Kruskal-Wallis test, posthoc tests,
Spearman correlation tests were used for analyses. The
significance was set as p<0.05. |
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Abstract
Introduction
Methods
Results
Disscussion
References
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The mean age of the students who participated in the study
was 21.0±2.18, 32.8% were fourth grade, 81.3% were female,
family income level of 92.3% were in the middle, and 46.8% of
them lived with their family members at home. 54.8% of the
students chose the profession of nursing voluntarily, 45.9%
chose the profession of nursing due to job opportunities,
52.5% of the participants stated that their participation in
social activities was partially adequate and 81.8% of them
stated that they did not have difficulty in their interpersonal
relations in daily life (Table 1).
The mean IIS and OLRS total score of student was respectively
58.20±12.24 and 50.86±18.95 (Table 2). According to IIS, 40.7%
of the students were traditionalist, 29.8% were skeptical, 21.1
were questioning, 7.5% were pioneers and 0.9% were in the
innovative category.
The mean individual innovation scores (IIS) of students who
have chosen the profession of nursing voluntarily, the 4th grade students and did not have difficulty in their interpersonal
relations in daily life were significantly higher (p<0.05). The
mean IIS in the 4th grade students was different from the 2nd
and 3rd grade students. The mean subscale OL, RC and RT
scores of students who have chosen the profession of nursing
voluntarily (p>0.05), the 4th grade students and did not have
difficulty in their interpersonal relations in daily life were
higher (Table 3).
Click Here to Zoom |
Table 3: The Mean IIS and It’s Subscale According to the Descriptive Characteristics of Students |
In terms of the distribution of the mean scores of the OLRS and
subscale SL, LM, SEOC it was found that the mean scores of the
first grade students, and those living at home together with
their families were significantly higher. It was found that the
mean scores of the subscale LC, students who don’t difficulty
in interpersonal relations in daily life were significantly higher
(p<0.05) (Table 4).
Click Here to Zoom |
Table 4: The Mean Score of OLRS and It’s Subscale According to the Descriptive Characteristics of Students |
When the distribution of the means of ISS items were
evaluated, it was determined that the highest score was taken
from the desire to try new things, being open to new ideas and
directing the unanswered questions to the solution seeking
behavior (Table 5).
Click Here to Zoom |
Table 5: The Distribution of Students according to Their Mean Scores from ISS Scale Items |
When the distribution of the means of OLRS items were
evaluated, it was determined that highest score was taken
from the items respectively “Online training process, other
online activities (chat, surf the web) do not distract me”, “I trust my knowledge and skills about how to manage online
learning software.”and “I trust myself how to use the basic
functions of Microsoft Office programs (MS Word, MS Excel,
ve MS PowerPoint).” (Table 6).
Click Here to Zoom |
Table 6: The Distribution of Students according to Their Mean Scores from OLRS Scale Items |
There was a weak positive correlation between the mean
OLRS, IIS and subscales of IIS scores of the students (p<0.01)
(Table 7). |
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Abstract
Introduction
Methods
Results
Disscussion
References
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Advances in health, migration, the increase in the elderly
population, and the increase in the value given to ethical
principles resulted in a transition from traditional roles to
contemporary roles in the presentation and organization of
nursing services (Dayhoff & Moore, 2002; Boz-Yüksekdağ,
2002). Nursing is an applied professional group that renews
itself with scientific, technological and socio-cultural changes
all over the world. For this purpose, individual innovation
has gained importance in making nursing care more qualified
and updated (Boz-Yüksekdağ, 2002). Nurses around the
world are obliged to carry out innovative activities in order to
improve patient care outcomes, prevent diseases and reduce
patient care costs. Students receiving nursing education
should be trained to be open to innovation and adapt to
change throughout their education (International Council of
Nurses, 2009). In the study, the individual innovation mean scores of nursing student was 58.20±12.24 and 40.7% were
traditionalist. The traditionalist individuals are individuals
who are prejudiced against change, do not have a tendency to
adopt innovations, waiting for innovation to be tried by others
and the results of innovation are observed before adopting
innovation (Çuhadar, Bülbül, & Ilgaz, 2013). Unlike our study
Ertuğ and Kaya (2017) found the mean scores of the nursing
students were 63.92±10.061 and majority of the students
were in the questioning category. It is thought that this may be
caused by differences in education systems and differences in
the region’s culture and possibilities.
In our study, ISS mean scores of those choosing voluntarily the
profession of nursing, those don’t difficulties in interpersonal
relationships in daily life and 4th grade nursing student was
found to be higher (p<0.05). The subscale mean score of OL,
RC and RT, 4th grade nursing student was found to be higher
(p<0.05). Subscale mean score of OL and RT was found to
be higher those students don’t difficulties in interpersonal
relationships in daily life (p<0.05). As class levels of the students increase, the increasement of their professional experience
may originate from increasing renewal desire of deficiencies in
nursing profession. High scores in the daily life of people who
do not have difficulty in interpersonal relationships, suggests
that human relations and communication have a positive
impact on feature of innovation.
Statistically significant difference wasn’t found between
ISS and subscale mean scores and age, gender, parental
education level and living place of nursing student. Similar to
our findings, Özgür (2013), Çuhadar et al. (2013), Ertuğ and
Kaya (2017) determined there was no significant difference
between individual innovation score and gender. In the study
of Özgür (2013), Ertuğ and Kaya (2017), found that there was
no significant difference between individual innovation scores
and the level of parent education. This may be due to the fact
that individual innovation is influenced by personality rather
than age, gender, and parental education.
The online learning environment is an important factor which
provide the ability to use information and communication technologies. In our study, mean score of OLRS of the nursing
students was 50.86±18.95 and they had moderate level. In a
study that was different from our study findings, the online
learning scale mean scores of the university students was
65.77±11.38 and the readiness to online learning was high
(Demiralay, Bayır, & Gelibolu, 2016).
Due to changing world and requirements, there have
been differences between generations. These differences
between generations can create difficulties or conveniences
in the execution of certain tasks. The increasement of time
spent on media and computer show to be increased online
communication of them (Deneçli & Deneçli, 2012; Taş,
Demirdöğmez, & Küçükoğlu, 2017). In our study, mean score
of OLRS and subscale SL, LM and SEOC of the 1st class students
were significantly higher than 4th class students. Furtermore
mean score of subscale LC (Learning Control) were significantly
higher who don’t difficulties in interpersonal relationships in
daily life. This suggests that success in human relations and
communication facilitates learning control.
As a result, the individual innovation characteristics of nursing
students and their readiness for online learning were low.
Readiness for online learning of students in the first class
are high. In addition, innovations levels of nursing students
improve as class levels increase. As a result, in order to increase
the readiness of the students for online learning, it can be
suggested to add innovation topics to the course contents and
to raise awareness in these subjects. |
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Abstract
Introduction
Methods
Results
Discussion
References
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Abstract
Introduction
Methods
Results
Discussion
References
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