The Effectiveness of a Massive Open Online Course on Knowledge, Learning Behavior, and Learning Satisfaction in Women’s Health and Newborn Nursing Among Nursing Students: A Quasi-Experimental Study
Keywords:
Massive Open Online Course (MOOC), Newborns, Nursing students, Satisfaction, Women’s healthAbstract
Background and Objectives The Massive Open Online Course (MOOC) has been used to enhance nursing students’ knowledge in various areas of nursing, but its effectiveness has not been examined in women’s health and newborn nursing. This study aims to examine the effectiveness of MOOC on nursing students’ knowledge of women’s health and newborn nursing, learning behaviors, and learning satisfaction.
Methods This was a quasi-experimental one-group pretest-posttest study. The participants consisted of 184 third-year nursing students from three network institutions in Thailand. Participants were selected using stratified random sampling. Data was collected between April and May 2025 using demographic data form, the Knowledge in Women’s Health and Newborn Nursing Scale, the Learning Behavior Questionnaire, and the Satisfaction with Learning on MOOC Questionnaire. The index of item-objective congruence was 1.00, 0.67, and 1.00. Cronbach's alpha coefficients were 0.74, 0.90, and 0.82, respectively. Data analysis was performed with descriptive statistics and a paired t-test.
Results The mean score of knowledge in women’s health and newborn nursing at post-test (=28.46, S.D. = 5.67) was higher than at pre-test (=16.45, S.D. = 5.40) with statistical significance (t = 23.22, p < .001). The total mean score of online learning behavior in women’s health and newborn nursing was at a high level ( = 4.03, S.D. = 0.96). The overall satisfaction with learning through MOOC was at the highest level ( = 4.42, S.D. = 0.69). The satisfaction with the content ( = 4.39, S.D. = 0.68) and the satisfaction with the design ( = 4.44, S.D. = 0.69) were at the highest level.
Conclusion and Recommendation The MOOC has the potential to be integrated into nursing education as a self-directed learning approach for nursing students. However, this study’s main limitation is the lack of a between-group comparison. Further investigation is required to improve its applicability.
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