![]() ![]() The extent to which countries have been able to adapt to this new normal is dictated by prior experience in and the limitations of VLEs themselves ( Dhawan, 2020), with the education for the majority of students around the globe at a standstill ( Adedoyin and Soykan, 2020). Its development and usage also meant the permanent availability of accessories including earpiece, personal computers and Internet connectivity ( Amrane-Cooper, 2020). Virtual learning environments (VLEs) have developed steadily since the advent of the COVID-19 pandemic. During the COVID-19 outbreak, virtual technologies have supported education-related projects pertaining to policy, business and societal applications ( Crawford et al., 2020). As these changes appear to be far from temporary, they have accelerated the transition to a “new normal” regime of nursing education online for the foreseeable future ( Hatzipanagos et al., 2020 Pham and Ho, 2020). Ĭoronavirus disease 2019 (COVID-19) started to spread globally in the spring of 2020 thus, the preparation of healthcare staff and training of an adequate number of nurses and high-quality professionals have become key challenges ( World Health Organization, 2021). ![]() ![]() The full terms of this licence may be seen at. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. ![]() This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Copyright © 2022, Pei-Lun Hsieh, Shang-Yu Yang, Wen-Yen Lin and Tien-Chi Huang License ![]()
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