Effectiveness of E-Learning

Computer-aided instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum. Computer-assisted instruction allows the students to be active participants in their learning and to browse all the topics in their own pace. “CAI may help students develop creative abilities and induce changes in the cognitive and affective outcomes”. According to Burkill (1998), CAI serves the purpose of providing flexibility in developing new knowledge and supporting competence in the use of information technology.1 The use of computers in education started in the 1960s. With the advent of convenient microcomputers in the 1970s, computer use in schools has become widespread from primary education through the university level and even in some preschool programs.

Instructional computers are basically used in one of two ways: either they provide a straightforward presentation of data or they fill a tutorial role in which the student is tested on comprehension. If the computer has a tutorial program, the student is asked a question by the computer; the student types in an answer and then gets an immediate response to the answer. If the answer is correct, the student is routed to more challenging problems; if the answer is incorrect, various computer messages will indicate the flaw in procedure, and the program will bypass more complicated questions until the student shows mastery in that area. There are many advantages to using computers in educational instruction. They provide one-to-one interaction with a student, as well as an instantaneous response to the answers elicited, and allow students to proceed at their own pace. Computers are particularly useful in subjects that require drill, freeing teacher time from some classroom tasks so that a teacher can devote more time to individual students.

A computer program can be used diagnostically, and, once a student’s problem has been identified, it can then focus on the problem area. Finally, because of the privacy and individual attention afforded by a computer, some students are relieved of the embarrassment of giving an incorrect answer publicly or of going more slowly through lessons than other classmates.2 E-learning is essentially the computer and network-enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio. The information and communication systems, whether networked or not, serve as specific media to implement the learning process. 3 The term will still most likely be utilized as reference in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum. Background of the Study

One type of Computer-aided instruction (CAI) is the E-learning which Centro Escolar University adapted and will be the focus of this study. Utilizing E-learning is one of the ways of educating Nursing students of Centro Escolar University (CEU). It was 3 years ago since CEU started to use this type of Computer-aided instruction which is considered to be the transformation of education through technology. Every student has his or her respective computer and is given a chance to browse all the topics all over again at their own pace. Every topic has corresponding questions to be answered. Their answers will be then be checked and posted on their screen. The researchers wanted to determine the effects of Computer-aided Instruction adapted by CEU College of Nursing to the Level IV students Batch 2012 in terms of: knowledge, skills and attitude. Setting of the Study

The study would be held with the graduates of Bachelor of Science in Nursing Batch 2011-2012 at the school campus Centro Escolar University Mendiola, Manila in order to gain a deeper insight into the effects of E-learning in their learning.

Box no. 1 shows the effects of e-learning as a whole to CEU Nursing students and the problems they usually encounter. Box no. 2 shows the processing of the study. Box no.3 shows the outcome of the study. After implementing the processes, the researchers were able to determine the effects of e-learning in the learning of the CEU Nursing students. From the outcome researchers will give recommendation to improve the program for the benefit of the students. Statement of the Problem

The study aimed to determine the effects of E- learning in the learning of CEU nursing students. Specifically, this sought to answer the following questions: 1. What are the strategies that enhance the learning of the nursing students via e-learning? 2. What are the problems encountered by the CEU Nursing students in e-learning? 3. What are the effects of e-learning in learning of the CEU Nursing students?

Assumptions of the Study
During the process of analyzing the possibilities regarding some consequences on the research status, the following assumptions were made: The e-learning help the nursing students of CEU to easily to enhances their knowledge on all concepts especially in rendering nursing interventions to the patient. With regards to the problem they encountered in e-learning they are mainly technical such as computer mal function specifically logging of computer program Significance of the Study

This study is expected to be a help in the following fields: To the college of nursing, this may help them to evaluate e- learning as a whole so that the nursing educators may be able to adopt the most effective teaching strategies that they see in e- learning. To the students, this may help them study in different ways in order to attain excellence in terms of their academics and skills Successful e-Learning programs require specific conditions and constant monitoring and a lot more research has yet to be done by the future researchers before an acceptable universal model can be developed. This research will serve as a basis on their future researches. This study discusses some of the means of effectively evaluating, designing and managing e- learning programs and hopes to accurately envisage what the future may hold for the development of this strategy to the nursing profession. This may also be of help to attain a higher quality of learning. Scope and Delimitations of the Study

This study focused on the effects of E-learning to the learning or academic performance of the level IV nursing students batch 2011-2012 in Centro Escolar University only.  The study will deal with the strategies that enhances the learning via e-learning, the effects of e-learning and the problems encountered by the said group of students. The respondents were limited to the 4th year students of Centro Escolar University College of Nursing enrolled in the S.Y. 2011-201

Definition of Terms:
To ensure maximum understanding and appreciation of the researched, some relevant terms are defined in this section; Computer Aided Instruction (CAI) – This is an example of a teaching strategy presented with the aid of a computer to share knowledge, skills and information to the students. CEU level IV Nursing student – This are the students who take up Bachelor of Science in Nursing and who is enrolled in e-learning program of the institution. Develop- To bring out the capabilities or possibilities of. E-Learning – It is a way of delivery of knowledge, training or education program by `electronic means to enhance the capabilities of the student. Effects – The process of bringing or producing a result whether it is positive or negative and advantage or disadvantage to the student. Teaching strategies – The process of sharing knowledge or thoughts to the students with the help of a computer.

CHAPTER 2
Review of Related Literature and Studies
This chapter includes the discussions on related foreign and local studies which provide relevant facts about the effects of computer aided-instruction to the students. FOREIGN LITERATURE

In a classroom utilizing CAI, students often work independently or in pairs at computers around the room. Software effectively guides students through a series of interrelated activities and instruction, addressing a variety of learning styles. Nickerson (1995) points out that while technology does not promote understanding in and of itself, it is a tool that can help students view learning as a constructive process and use simulations to draw students’ attention.1 In relation to this topic it is said that CAI is very helpful for the students with regards to their education. The used of modern technology have great impact on the students compare to the traditional one. The Computer has become a part of life for many Filipinos, whether doing presentations, homework, researches, or using the Internet. Due to modern technology, the demands of many people vary but these are still attained. Complicated tasks become easy and faster to accomplish through the emergence of computers. In the late 1970s, computers made their way into early childhood classrooms in the United States. In the Philippines, schools have been adapting the same practice of using computers as early as preschool.

According to psychology and brain physiology research, people from the outside world access to knowledge and information, 80% of people’s vision through to get from the image. “Most of the human brain, memory is the scene in order to blur the image into right-brain. Thought process is left-brain side of the right brain can remember to read the image, while it symbolic, language-oriented process.” Psychologists confirmed that the same thing If you use a simple symbol or text calls for 10 seconds, with pictures only offer half the time, with realistic images only need 1 / 3 of time. Since the 90’s into the computer at an unprecedented rate quickly becoming ubiquitous, especially in the economic developed areas of Shanghai, CAI (computer Assistant Instruction computer-Aided Instruction), as the richest of teaching and learning of modern technology means the application of secondary education has become a possibility. Multimedia technology has the set of graphics, images, sounds, animation, text and other information functions, while the large amount of information after the computer network, information to change the speed sharing of information resources of the high, belongs to the past any kind of media cannot be compared.

It is CAI teaching techniques into the background of such a large area of secondary school teaching. New English textbooks based on “structure — function” system as the subject prepared. In the teaching process, especially in the stage of importing new courses to develop students to learn through hearing the new language materials, habits, through natural communication display the new language materials; create a scenario for students to conduct classroom communicative activities. The CAI teaching letters to a large number of abstract symbols by optimizing the plan, voice, language environment, fully embodies the language features. Requires a lot of English language environment, the word number, and information processing best hero is none other than the natural non-multimedia.

If we can give full play to the advantages of multimedia to accommodate a variety of conventional audio-visual means of long, so that teachers based on teaching requirements, through a simple operation can be put on CD-ROM, disk, etc. as the carrier of images, animation, spelling, writing, the application of language teaching information can be readily transferred out to make it flow in a different interface, and the students had used video and audio systems on display, attracting students to participate in learning. And my teachers according to learning needs and learning conditions, arbitrary control of the transmission of teaching information density and transmission speed of information transmission channel of arbitrary choice and expanded at any time to study the efficiency and quality of feedback, then the teaching of English in the texts and pictures, colour, scene, the image realistic, interesting multimedia graphic environments, teaching effectiveness will be further improved. 5 In relation with this it is said that computer aided instruction is much helpful because people can have a better knowledge if it is presented through images and others.

LOCAL LITERATURE
Development of information Technology and knowledge information society transfer brought huge change of education filed in the world. In fact, Educational infra of Philippines was meagre before 4~5 years. Also computing and Internet infra it will not support to education environment. But Philippine education environment changed fast during 2000~ 2006 years. Philippines making e-Learning systems for remote education environment. And, there is progressing various project with more interest about e-Learning. The prime advocates that spearhead the drive to incorporate e-Learning technologies into the Philippines school system are educators from prominent universities like the University of the Philippines which has established in 1995 the UP Open University (UPOU), as an alternative to traditional classroom. It has started offering fully accredited classes in 2001. The use of e-learning facilities is a shared responsibility of the institution, the community, the teachers, and the learners. The design and development of e-learning facilities are not the hard part in promoting e-learning in the university.

It is, therefore, recommended that any institution that wishes to develop e-learning facilities give importance to understanding teachers’ attitudes to change and formulate incentives so that integrating e-learning into teaching and learning becomes a reality.1 E-learning can be regarded as a relatively new concept in the Philippines and is still in its embryonic stage. Although open and distance learning has been documented to be introduced in the Philippines way back in 1952 through the Farmers’ School-on-the-Air program over a one kilowatt radio station in the province of Iloilo, the development of distance education, much so of the e-learning environment lags far behind more industrialized countries due to a relatively lack of infrastructure, investment, and a pedagogy applicable to many Filipinos. The main barriers are: requirement for change; costs; poorly designed packages; inadequate technology; lack of skills; need for a component of face to-face teaching; time intensive nature of e-learning; computer anxiety. A range of solutions can solve these barriers. The main solutions are: standardization; strategies; funding; integration of e-learning into the curriculum; blended teaching; user friendly packages; access to technology; skills training; support; employers paying e-learning costs; dedicated work time for e-learning.

Most universities are also investing in e-learning for all different student categories, including health. In recent years, e-learning has become a high profile approach for pre-registration health students and for continuing professional development. Despite e-learning’s high profile, e-learning is not straightforward and very often raises many issues. There is a slow adoption of e-learning mainly due to underdeveloped infrastructure, high cost and the propensity of the Filipinos to maintain the status quo instead of implementing changes in training and learning system and processes. The design for a good formula to suit the Filipino preference will open the opportunity for growth of e-learning in the Philippines. It will benefit individuals who place high value on education and the desire to succeed. Even those self-motivated and dedicated adult learners are most likely to benefit from the program. And those who belong to large organizations such as universities, big communities, large and medium-sized businesses that can reduce their training costs and improved learning standards.

E-learning strategies covering the different educational sectors have recently been published. The Department for Education and Skills strategy, ‘Harnessing Technology: Transforming Learning and Children’s Services’ provides a joined up approach across schools, colleges, universities and adult and community learning organizations. Its three objectives comprise: ‘Learning and help to improve outcomes for children and young people, through shared ideas, lessons and help for professionals, ‘Engage “hard to reach” learners, with special needs support, more motivating ways of learning, and more choice about how and where to learn, ‘Build an open accessible system, with more information and services online for parents and carers, children, young people, adult learners and employers; and more cross-organization collaboration to improve personalized support and choice, ‘Achieve greater efficiency and effectiveness, with online research, access to shared ideas and lesson plans, improved systems and processes in children’s services, shared procurement and easier administration.

E-learning establishes linkages and strengthens solidarity among eLearning practitioners, industry partners and institutions. It shows that both education providers (managers and trainers) and learners feel that e-learning is effective and improves education and training; the key benefit of e-learning is the flexibility it provides. Access to the site and motivation to participate are fundamental to online learning. The initial session in the course was expanded to include learning activities designed to support participants to enter and utilize the program in order to minimize anxiety and promote technological confidence. Resources included printed instruction sheets to navigate the site and activities utilizing links to materials and practice technical skills such as sending a brief posting or attaching a file. 3 The Department of Education (DepEd) put emphasis on the need to develop e-learning via its five-year Information and Communication Technology for Education (ICT4E) Strategy Plan. ICT4E aims to integrate ICT into every school’s curricula, develop programs, establish infrastructure and come up with a system for evaluating the program’s effectiveness. DepEd has also strove to strengthen its Educational Technology Unit and conduct literacy training among teachers.

Two years ago, more than 6,600 schools participated in DepEd’s Internet Connectivity Project. During that time, only 1,936 schools had Internet access. Today, more than 3,127 schools are connected. Low student-computer and teacher-computer ratios pose the biggest challenge to the program, according to an education department report on ICT4E. Infrastructure and teacher competencies are also areas of concern as computer literacy is not a requirement for teacher certification and licensure. But despite all this, the department remains optimistic about the ICT4E program, saying that “meeting challenges by using the tools available creatively is key to effectively integrating ICT.” DepEd also encourages businesses and other organizations to share their expertise. To date, more than 10,000 teachers have undergone digital-literacy training in partnership with the private sector.

The ReImaginED Executive Training, a series of consultations and workshops to help division and regional education administrators use the ICT4E program, is also being implemented. Philippines have adopted this technology for years which has been of great help to the Filipino students, workers and educators, etc. It comes with great cost but the benefits received by the Filipino people are sufficient enough to compete with other countries. In using the E-learning, home works, reviews, guide and many other academic related things are made easier and better to enhance the student’s capability of using advanced technology. Which in years, may grow into a lot more comprehensive technology. Science and technology is of great help to the Filipino society especially the Filipino nursing students for review and for preparation to exams.

Kathleen Cotton found on her analysis about Computer Aided Instruction (CAI) that software can be used to help students develop their writing skills and contribute to higher quality written work. In addition to improving students’ writing abilities, use of writing software can foster positive attitudes toward computers, course content, and school in general. Computer software provides many instructional benefits, but (CAI) can have a much greater impact on student learning. In a classroom utilizing CAI, students often work independently or in pairs at computers around the room. Software on each computer effectively guides students through a series of interrelated activities and instruction, addressing a variety of learning styles.6 In this study because computers can display instructions or descriptions on demand, play audio of instructions or descriptions that students can hear through headphones and show video of a person talking to them, interspersed with visual depictions of material relevant to the activity, CAI is effective at delivering this content to students without ever tiring or getting impatient. Students enjoy working in a CAI environment because it provides them with immediate, positive feedback, grades all students fairly and provides them with more control over the speed at which instruction is delivered.

According to the article “Computer-Aided Instruction(CAI) Within Clinical Nursing Education”, their purpose is to add to a knowledge base for the successful implementation of CAI within clinical nursing education. This is based upon a two year study of CAI use within the clinical component of one course within a baccalaureate nursing program. Hales and Hannah have stated that the integration of the computer within nursing education needs to be planned. Hales also stated that there was a need for a body of knowledge that describes the planning and implementing of CAI. This literature would formulate a knowledge base for the effective and efficient use of CAI for not only classroom teaching, but also clinical teaching. 7 This study conclude the importance of assisting students to feel comfortable and confident as possible in patient care experiences that cannot be over emphasized. The use of simulations within clinical nursing education helps students to increase their confidence and comfort as they start new clinical experiences.

Simulations offer students a safe way to get acquainted with some clinical situations prior to the real clinical experience. Learning can be enhanced with the appropriate use of simulations within clinical nursing education. According to the article “E-learning benefits nurse education and helps shape students’ professional identity” the properties intrinsic to the technologies used in e-learning allow students more flexibility over the identities they adopt. They can also experiment with the identity of “professional nurse” in a safe environment where they can make mistakes without harming patients. 8 This study means that e-learning may restrict some learning opportunities for student nurses, although it may also facilitate the process of identity shift in ways that face to face teaching does not . According to the article “Expanding nursing education through e-learning: A case study in Malaysia”, the School of Health Sciences, University Saints Malaysia (SHS) is planning to expand its contribution to produce more graduate nurses by offering a nursing degree through e-learning. After three years of using e-learning by four lecturers in seven nursing courses, we conducted a study to get the lecturers feedback and to compare the students’ preference and their actual experiences in e-learning. Lecturers’ feedback were collected based on six open-ended questions.

Feedback from all the 36 final year nursing students were collected using Constructivist On-line Learning Environment Survey (COLLES)–the Student Experience/Preferred Form. Results show that lecturers and students have positive perception on e-learning. We believe blended learning is the most suitable approach to implement e-learning and social constructivism theory provides the dynamic view of learning. To increase success in e-learning implementation for the nursing program, lecturers should be educated regarding proper instructional design so that their content delivery blends well with the technology and pedagogy. 9 Based in this study e-learning has a powerful and effective tool for expanding nursing education to meet the demand for a labor force that is knowledgeable, highly skilled and equipped with positive values. Michael Szabo’s (2001) study showed that much research has been focused on the effectiveness of CAI, which is demonstrated through improved test scores (Williams & Brown, 1990). Effectiveness has also been measured through “heightened affective responses, or better attitudes, reduced learning time, higher course completion rates, increased retention duration, and finally cost”. Generally the effectiveness of CAI has been determined by comparing CAI with traditional classroom instruction (Clark, 1985).10 LOCAL STUDIES

According to the study entitled “Issues in Learning, Effectiveness in an ICT-Based Philippine Education Environment”, learning across the world is rapidly changing and bringing about this change is the use of information and communications technology (ICT) or simply, computers, which has advanced the access to information and is providing a richer, more immediate and relevant opportunities for those who have embraced it. The use of ICT for education is revolutionizing the traditional classroom and encourages learners to progress outside of the four walls of classrooms, is more personalised and has become a powerful motivational tool. Today, the use of ICT in education is greatly helping developing countries to catch up with the education race becoming a great equalizer and providing access to ICT-based learning can help close the wide digital divide. ICT-based learning is now recognized as an effective tool in meeting the education objectives and serve previously unserved sectors. The main rationale for this is an increasingly technology-oriented and globalizing world where the use of ICT in education has become a critical factor to ensure that a country’s workforce is skilled and prepared to meet the challenges of development and global employment opportunities.

Thus, as ICT becomes part of the Philippine basic education landscape, the inclusion of basic learning competencies in computers to educate our Filipino learners so that they can be globally competitive and raise their personal and national esteem, and realize a progressive life will be no less than strategic. However, because of the fast pace in technology development, in the span of less than a generation, students have gone from studying with notebooks and textbooks to laptops, netbooks and, now, iPads. But despite the prevalence of technology on campuses, studies indicate that computers alone can’t keep students from falling into the same weak study habits from days of pen and notebooks. ICT-based learning has in fact presented new issues for learners. The drop-out rates for learners who rely on ICT based modes of delivery is not significantly lower and in some instances even higher than traditional settings. The lack of face-to-face intervention between learners and their teachers in the case of distance education learners also gives rise to motivational issues which is a major factor in drop-out rates.

ICT-based learning using learning management systems and internet-based learning applications is also not exempt from the intermittent inconveniences and less than stable delivery of the technology. One of the most challenging tasks that educators are facing when using ICT in their lesson and course delivery is maintaining the learner’s attention and ability to be engaged. This problem is not due to the technology itself, since learners are in fact benefiting from the efficiency of ICT learning, but it is the fact that the time allotted for learning a given subject in a typical semester hasn’t changed, but the amount of information that needs to be covered continues to grow. Educators and trainers are therefore now faced with a different situation, that of choosing the right amount and quality of content that learners need to cover and retain rather than to try to absorb as much information as possible. Quantity is once again not necessarily better than quality.

Studies showed that learner performance are significantly better when students use more powerful strategies when studying computer materials. These involve techniques and methods of using computer and internet features and applications that allow learners to filter information better and structure their learning experiences around topics that excite them. When students are given the opportunity to pursue their own learning interests rather than what teachers tell them to, they tend to have better chances of choosing the right course major according to their interest, as well as their outside activities.

Methods and Procedure
This chapter presents the discussion on the research methodology study, the subjects, sampling technique, research instruments, procedure of data gathering and statistical treatment that will be used for accurate analysis and interpretation of the fata gathered. Method

The researchers used descriptive method technique to gather the effects of e-learning in the learning of the nursing students of Centro Escolar University. According to Polit (8th edition), descriptive research focuses on the understanding causes of behavior, conditions, and situations and in which data gathering is done through observation, survey and interview.1 This was employed to gather the necessary data about the evaluation of the 4th year nursing students in the effects of e-learning in the learning of the Centro Escolar University nursing students.

Respondents of the Study
Respondents composed of 96 4th year nursing students who took up e- learning at Centro Escolar University. It composed of male and female students and their age range is from 18-21 years old. Sampling Technique

The sampling method that was used is randomize sampling technique. In random sampling, each item or element of the population has an equal chance of being chosen at each draw. A sample is random if the method for obtaining the sample meets the criterion of randomness (each element having an equal chance at each draw). The actual composition of the sample itself does not determine whether or not it was a random sample.2 Researchers selected a group of subjects for study from a larger group. Each individual is chosen entirely by chance and each member of the population has an equal chance of being included in the sample. Every possible sample of a given size has the same chance of selection.

Data Gathering Instrument
Researchers used questionnaire as a tool in gathering data. Likert Scale is used, wherein each of the four responses would have a numerical value which would be used in order to analyze the effects of e-learning, the following likert scale was used: Score| Verbal Interpretation| Limits|

4- Highly Effective| Very useful in producing intended effect/result| 3.5-4.0| 3- Effective| Produces an intended effect/result| 2.5-3.49| 2- Ineffective| Does not produce and intended effect/result| 1.5-2.49| 1- Highly Ineffective| Having no beneficial use or incapable of functioning usefully| 0.5-1.49| |

Score| Verbal Interpretation| Limits|
4- Always| Problems that encountered all the times| 3.5-4.0| 3- Often| Problems that encountered most of the time| 2.5-3.49| 2- Seldom| Problems encountered sometimes| 1.5-2.49|
1- Never| Never been encountered problems.| 0.5-1.49| Validation of the Instrument
The researchers prepared questionnaire was recheck and validated by experts and professionals in E-learning. Valuable suggestions were given to make it topically substantial and technically accurate. Data Gathering Procedures

Phase I: The researchers identified the problem, send research proposal to Dean for her approval and after approval, collection of related literature studies about the topic to get a bigger idea was done. Phase II: The researchers interviewed the 4th year nursing students of batch 2012 about the activities in e-learning. Phase III: The researchers formulated questionnaires based on the statement of the problem, checked by the research adviser and send to mathematics department for validation. Phase IV: The researchers revised the questionnaire and distributed the questionnaires to the 96 4th year nursing students from batch 2012 who took up e- learning. The data gathered were tallied. Phase V: Consultation to the Math Department for the statistical treatment. Data gathered were tabulated, interpreted and analyzed. Send the research output to the English Department for editing. Revising and finalizing the corrected research output. Statistical Treatment of Data

Researchers used Standard Deviation’s formula. Standard Deviation is the square root of the mean of the squared deviations from the mean of a distribution. A measure of variability which reflects the typical deviation from the mean.3

Phase I:The researchers identified the problem, send research proposal to Dean for her approval and after approval, collection of related literature studies about the topic to get a bigger idea was done.

Phase II:The researchers interviewed the 4th year nursing students of batch 2012 about the activities in e-learning.

Phase III:The researchers formulated questionnaires based on the statement of the problem, checked by the research adviser and send to mathematics department for validation.

Phase IV:The researchers revised the questionnaire and distributed the questionnaires to the 96 4th year nursing students from batch 2012 who took up e- learning. The data gathered were tallied.

Phase V: Consultation to the Math Department for the statistical treatment. Data gathered were tabulated, interpreted and analyzed. Send the research output to the English Department for editing. Revising and finalizing the corrected research output.

According to the interpretation, information technology helps meet today’s medical students’ needs by providing multiple curriculum delivery methods. Video Presentation, Exercises/Quizzes and Modules are highly effective. Video presentation is an e-learning technology that uses the Internet to deliver curriculum while giving the student control of the content’s delivery. There have been few studies conducted on the effectiveness of streaming video in medical schools. The results demonstrated a positive effect on program outcomes as streaming video became more readily available to students.

Based on these findings, streaming video technology seems to be a viable tool to complement in-class delivery methods, to accommodate the needs of medical students, and to provide options for meeting the challenges of delivering the undergraduate medical curriculum. As necessary as ongoing assessment is for both teachers and students, many teachers complain that constant testing and quizzes stifles their creativity and destroys student interest, at a time when motivation is mandatory for the current crop of media-saturated students. Teachers can assess student learning and evaluate the quality of their own teaching, without losing the interest of their students is to implement quick quizzes throughout daily instruction to ensure that students understand what you’re teaching and — when they don’t — to understand where your teaching has missed the mark.

Based from the gathered data, it is found that there are many problems encountered using E-learning’s and some of them are technical skills to access computer technology and the E- learning. They noted that the complex nature of the E content demanded high technical literacy of participants engaged in them, they found technological requirement challenging due to a lack of familiarity with the university E- learning system and recently updated ICT facilities, as well as with the multimedia operations themselves. Students felt they needed not only to be familiar with new technologies but also able to deal with technical problems encountered. Technological challenges are broadly defined as challenges surroundings issues of familiarity with new technology and technical problems encountered using E- leanings and some of the study support that access from the home page was slow and based on the data gathered majority of the student answered seldom.3

Table 3
Effects of E-learning
EFFECTS| Mean| SD| VerbalInterpretation|
1. Enhanced knowledge on all the concepts in Nursing care management| 3.54| 20. 76| 20. Highly Effective| 2. Enhanced knowledge about anatomy and physiology| 3.38| 20.95| Effective| 3. Enhanced knowledge about pathophysiology of different diseases| 3.61| 29.94| Highly Effective| 4. Enhanced knowledge about drugs and its effect to the body along with nsg. Care mgt.| 3.34| 15.11| Effective| 5. Decreased motivation in reading books related to nursing| 2.38| 24.22|
Ineffective| 6. Dependency to technology with regards to studying is increased| 2.57| 12.35| Effective| 7. Helps students for preparation in the Philippines Board Examination| 3.12| 14.41| Effective| 8. Decreased usage of library sources| 2.66| 10.7110.71| Effective| 9. Has long period of time between questions| 2.7| 9.94| Effective| 10. E-learning helps to improve outcomes for children and young people through ideas, lessons and help for professionals| 3.09| 10.39| Effective| 11. It decreases teacher-student interaction| 2.83| 7.79| Effective| 12. Students work independently in different activities offered by E-learning| 3.04| 10.42| Effective|

Interpretation:
The table 3 illustrates the mean score of the effects of E-Learning. Two of the effects of e-learning are with verbal interpretation of highly effective: enhanced knowledge on all the concepts in nursing care management with 3.54 and enhanced knowledge about patho-physiology of different diseases with 3.61. While the others are with verbal interpretation of effective: enhanced knowledge about anatomy and physiology with 3.38, enhanced knowledge about drugs and its effect to the body along with nursing care management with 3.34, dependency to technology with regards to studying is increased with 2.57, helps students for preparation in the Philippines Board Examination with 3.12, decreased usage of library sources with 2.66, has long period of time between questions with 2.7, e-learning helps to improve outcomes for children and young people through ideas, lessons and help for professionals with 3.09, it decreases teacher-student interaction with 2.83 and students work indepenently in different activities offered by E-learning with 3.04. One of the effects of e-learning is verbally interpreted as ineffective which is the decreased motivation in reading books related to nursing with 2.38. Overall, the outcome of the questions in verbal interpretation is Effective.

Summary of findings
1. Effects of Different Strategies in E-Learning
Majority of the respondents agreed that modules, simulations, exercises/quizzes, video presentation that are used as an e-learning strategy help them to enhance their knowledge. These strategies improved their critical thinking ability and refresh their minds on their past topics or lessons. 2. Problems Encountered in E-learning

The two often encountered problems in e-learning are: computers hang during session and inadequate time to read and copy the lectures. While the other three problems which are seldom encountered are: access from the home page was slow, the layout and structure of the software are difficult to navigate, and correct answers are marked wrong and inadequate time to analyze questions. 3. Effects of E-learning

Enhanced knowledge on all the concepts in Nursing Care Management and pathophysiology of different diseases were found to be highly effective when it comes to the effects of e-learning to the learning of the respondents. Majority of the results on the effects categorically found to be effective. Conclusion

Based on the findings, the researchers come up with the following conclusions: We therefore conclude that E-learning offers great promise for enhancing the quality of education beside traditional classroom. However, not only separate learning but also face to face learning has advantages as well as downsides. In that case, many researchers believe that the combining two educational methods can be effective ways in improving educational future. E-learning is effective at delivering contents like instructions or descriptions that students can hear through headphones and show video presentations related to the activity to students without ever tiring or getting impatient. Students enjoy working in an E-learning environment because it provides them with immediate, positive feedback, grades all students fairly and provides them with more control over the speed at which instruction is delivered.

Recommendations
After a thorough analysis of data, the research study suggests that E-learning as a part of the curriculum of the nursing students from the batch 2009-2012 had been an effective method of learning. Though the teacher-student interaction is decreased, the level of independence and competence of the students is enhanced. It is therefore recommended to the College of Nursing to implement the said subject as part of the curriculum for the future batches of nurses in Centro Escolar University.

BIBLIOGRAPHY

A. Books
Polit, Denise E.Nursing Research: Generating and Assessing Evidence for Nursing Practice 8th Edition. New York USA: Lippincott Williams and Wilkins Inc. Yabut, MS, Urgiano, Santos, De Guzman, Ph.D “Statistics”.
Appendix B p. 260 B. Electronic Source

www.aptv.org/aptplus/ELearning/research.asp
http://www.sersc.org/journals/IJMUE/vol2_no4_2007/5.pdf
http://www.thescopes.org/flexiblelearning/
http://www.amstat.org/publications/jse/v16n1/ragasa%20pdf.html 4/2/2008 5http://eng.hi138.com/?i6379
http://homepage.mac.com/dov_rosenberg/essay_cai.html
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2248055/pdf/procascamc00003-0411.pdf http://www.ncbi.nlm.nih.gov/pubmed/17102245
http://www.amstat.org/publications/jse/v16n1/ragasa%20pdf.html 4/2/2008 http://pppjj.usm.my/mojit/articles/pdf/August05/06-Article-036- pdf http://medical-dictionary.thefreedictionary.com/computer-assisted+instruction http://www.britannica.com/EBchecked/topic/130589/computer-assisted-instruction-CAI 1http://www.educationworld.com/a_curr/profdev/profdev180.shtml

C. Journal
Paradise, Andrew. 2008 State of the Industry Report. Rep. Alexandria: ASTD Research Department, 2008.
Tavangarian D., Leypold M., Nölting K., Röser M.,(2004). Is e-learning the Solution for Individual Learning? Journal of e-learning, 2004. http://www.nursingtimes.net/e-learning-benefits-nurse-education-and-helps-shape-students-professional-identity/5011215.article Patrick D. Bridge, Ph.D., Matt Jackson, Ph.D., and Leah Robinson, Ed.S. (2009) (Sandra Romo 2010)