THE ANTECEDENTS, CHALLENGES, AND CONSEQUENCES OF NEW LEARNING MODALITY IN THE RELATED LEARNING EXPERIENCE OF NURSING STUDENTS: A STRUCTURAL EQUATION MODELLING

Online learning is known as the New Learning Modality and an alternative to face-to-face classes when the COVID-19 Pandemic rose. The disease outbreak modified learning modality, affecting education courses, especially the nursing academe; whereby lectures, learning activities and clinical practice such as Related Learning Experience (RLE) were compelled to shift to remote learning using the digital platform. The transformation of the traditional classroom into an online classroom is assumed to impact students' outcomes. This study explored the antecedents, consequences, and challenges of the new learning modalities in the Related Learning Experience of nursing students. A quantitative design was used in this study. A total of 214 nursing students from the different Higher Education Institutions in Quezon Province were asked and consented to fill out the survey questionnaires online. In addition, the gathered data were analyzed using the Kruskal -Wallis and Partial Least Square Structural Modeling. Results show that the system's quality and virtual learning programs significantly impact antecedents. Further scrutiny implicated that system quality has a greater impact on antecedents compared to the virtual learning programs. Moreover, external and internal factors significantly impact challenges, in which external factors were implicated to have a greater impact on the challenges compared to internal factors. It was also revealed that transmission of knowledge is significantly more related to a consequence than self-confidence. The impact of antecedents to consequence was also revealed to be significant. The same is true for the impact of challenges on a consequence which were also found to be significant. However, it was found that the challenges have a greater effect on the consequence compared to antecedents.