A consideration of the students' perceptions of web-based learning environments and investigating how their knowledge and self-efficacy are affected by traditional and blended learning

Blended learning, as a combination of face-to-face learning and technology-based learning, has many advantages; however, there are still gaps in research related to this issue. Therefore, the aim of the current study was to compare the effects of traditional and blended learning on knowledge, self-efficacy, and perception of nursing students about web-based learning environment at the undergraduate level. This research design was quasi-experimental, based on pre-post surveys, in which 20 second-year nursing students from Azad University of Zanjan, who had chosen the health assessment course. The data were analyzed using descriptive and inferential statistics using SPSS 27.0.1. There were no significant differences in the scores of the first to third tests between the blended and traditional teaching groups (p > 0.05); however, the blended learning group achieved better scores in assignments (p < 0.05). No significant differences in self-efficacy scores was observed between the groups in pretest and posttest. The students' perception of the web-based learning environment was also positive. Based on this, blended learning can be employed to create a flexible learning space. The findings of this research emphasize the advantages of blended learning as an instructional strategy in nursing.