Study shows redesigned online learning environment boosts Nursing students’ engagement and confidence
A new study by academics from the University of Chester has found that a structured, student focused online learning environment (OLE) significantly enhances Nursing students’ engagement, digital confidence and preparedness for assessment in applied sciences.
The research, by Dr Hazel M. Chapman, Senior Lecturer in Nursing and Healthcare Education and Sheila Shennan, Senior Lecturer in the University’s School of Nursing and Midwifery along with Craig Smith, who was a Senior Learning Technologist at the University, set out to evaluate whether a redesigned OLE - built specifically to support bioscience learning for Nursing students - could improve the online study experience. While online learning offers flexibility, it can also dilute the learning experience when poorly structured and the project aimed to address this challenge by creating a more intuitive, interactive and pedagogically grounded digital space.
The original module existed largely as a static information repository while in contrast, the new OLE was intentionally designed to scaffold learning, offering varied teaching methods to support different learning styles and help students meet key learning outcomes. The researchers used a mixed‑methods approach, combining student satisfaction data, assessment outcomes, module feedback and qualitative insights from focus groups.
The redesigned OLE delivered clear benefits including: higher engagement where students interacted more frequently and meaningfully with the module space; improved assessment readiness - interactive learning activities helped students feel better prepared; enhanced digital skills as regular use of the OLE boosted students’ confidence with online tools and appreciation for flexibility with the ability to revisit recorded teaching sessions was especially valued.
The study concluded that effective OLEs should be developed collaboratively with learning technologists and reviewed regularly to prevent content overload or outdated materials. As flexible online learning becomes increasingly central to higher education, Nursing programmes must ensure their digital environments are intuitive, supportive and aligned with student needs.
Hazel said: “By redesigning the module with structure, interactivity and clarity at its core, we saw students engage more deeply, feel better prepared for assessment, and grow in digital confidence. This reinforces that thoughtful online design isn’t just beneficial - it’s essential for modern Nursing education.”
Sheila said: “This study shows that when educators and learning technologists work together, we can create online spaces that genuinely enhance learning. Students told us they felt more supported, more engaged and more in control of their studies. That’s exactly what a well‑designed online environment should achieve.”
Craig added: “This project demonstrates the value of embedding learning design expertise into curriculum development. By moving beyond an online space as a content repository and intentionally designing for structure, interaction, and accessibility, we were able to create a digital environment that genuinely supported engagement, confidence and inclusive learning.”
To read the findings visit Enhancing undergraduate nurses’ online learning engagement: A mixed methods study - ScienceDirect