Facilitation strategies used in e-learning by nurse educators in Rwanda

Alexis Harerimana, Ntombifikile Gloria Mtshali


In an e-learning environment, teachers need to have the necessary knowledge and skills to deliver course content effectively. Information and communication technology is increasingly utilised in tertiary education due to its flexibility and diverse capabilities in catering to a large number of learners. In Rwanda, e-learning in nursing and midwifery education has significantly enhanced the quality of teaching and learning. Educators’ ability to facilitate learning plays a crucial role in motivating students within computer-mediated environments. This study explored the strategies used by nurse educators to facilitate e-learning in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results revealed that nurse educators shared a common vision of integrating information and communication technology into teaching practices (84.1%). Most nurse educators utilised computers and the internet (97.7%) to deliver course content. The facilitation strategies included self-directed learning (95.5%), case studies (93.2%), group discussions (88.6%), small group activities (81.8%), formal lectures (72.7%), role play (70.5%), brainstorming (68.2%), situations of integration (63.6%), and videos (63.6%). While approximately half incorporated research (50%) and workbooks (43.2%) into their courses, a smaller percentage used projects (27.3%), core lectures (25%), and portfolios (11.4%). Effective e-learning implementation necessitates a holistic approach integrating information and communication technology into teaching practices, emphasising the importance of pedagogical design and innovative teaching methodologies to deliver course content successfully.

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DOI: https://doi.org/10.5430/jnep.v8n1p24

Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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