TRina Sigun, 3 years old, female, weighing 22kg.

,is admitted in the Pediatric ward with a chief

complaint of cough for 5 days, Fever at times, running nose for 3 days and vomitting on the day of
admission which prompted the mother to seek medical attention . During your first day of duty, you
tried to interview her mother and assess the child thoroughly. According to the mother, she brought the
child for a check up at the health center on the second day of her cough. She was prescribed with
Carbocistiene syrup 250mg/ 5ml , 5ml TID for her cough and paracetamol 250mg/5ml ,5ml every four
hours for fever. She have been taking the drug for almost 5 days but the cough persist and worse to it,
the child has running nose, fever at times and even vomitting most especially during coughing episodes.
During your assessment, your found out that the child if having Fever with a temperature of 38.6 C, with
a productive cough spitting to yellowish to greenish colored sputum and with a running nose. As you
open the chart of the child, her prescribed medications are:

Carbocistiene and

Guaiafenesin 250mg/ 5ml , 600mg TID,

Co-Amoxiclav 375mg/ 5ml, 400mg TID,

Citirizine 100mg OD, HS

, Paracetamol

250mg/5ml, 500mg every four hours for fever.

In the Doctors sheet,aside from the medications ordered, Laboratory for CBC,Urine Analysis, Sputum
analysis and a Chest X-ray is ordered.

Historically, identity development and individuation have been considered key developmental tasks
associated with the adolescent age-range (Blos, 1979; Marcia, 1980; Sabatelli & Mazor, 1985). However,
many tasks associated with adolescence have been extended into what many researchers are now
calling ‘emerging adulthood’ (Arnett, 2007). Emerging adulthood encompasses the college years for
many individuals as it is conceptualized to occur between the approximate ages of 18-25 (Arnett, 2007).
Since the development of online chat rooms, instant messaging, cell phones, and now social networking
websites (e.g. - Facebook, MySpace, LinkedIn, etc.), a flurry of impact research has been conducted by a
wide variety of fields, including psychology, sociology, communication, and information technology.
Today’s highly interactive world of technology has opened up a new door to exploring emotions,
cognitions, and behaviors for young adults. This technologically advanced generation, coined ‘The
Millennial’ (Howe & Strauss, 2004), are the first generation to fully incorporate numerous facets of
communicative technologies into their lives (Lenhart, Maddenn, & Hitlin, 2005). As major consumers’ of
electronic media and mobile technology, emerging adult’s use of these technologies is very evident
nowadays. How college students navigate these vectors and emerging adulthood is impacted by
institutional environmental factors such as their objectives or values, programs, practices, and polices
(Ortiz & Waterman, 2016).
According to Paderanga (2013), even from the students’ perspective, video can be a more effective
medium than text to enhance their satisfaction and motivation during the learning process (e.g., Choi
and Johnson, 2007; Shyu, 2000). Students believe instructor-generated videos have significant learning
value (Draus, Curran, and Trempus 2014) and help them to be more prepared (D'Aquila, Wang, and
Mattia 2019; Kohli, Lancellotti, and Thomas 2017). The academic videos empower and motivate students
(Bonk 2011), maintain their attention, and provide learning satisfaction (Choi and Johnson 2007).
According to Greene and Crespi (2012) investigated the perceived value of college student-created
videos as a tool for enhancing the students' learning experiences. Students predominantly think that
videoconferencing has certain benefits, such as increasing motivation, interaction, novelty and
improvements in communication skills (Candarli and Yuksel, 2012). Therefore, this becomes a matter of
convenience versus lack of interaction that decreases the level of satisfaction among learners in a fully
online courses. This conforms with the fact that self-regulated learning ability does not affect learner’s
satisfaction level because the interaction is what affects the level of satisfaction (Kuo, Walker, Belland &
Schroder, 2013; Joo, Joung & Kim, 2014). Since motivation influences satisfaction (Kirmizi, 2015) and in a
fully online courses, “satisfaction can be defined as fulfillment and pleasure level of the students about
different aspects of learning service which they received in an online learning program” (Dziuban,
Moskal, Thompson, Kramer, DeCantis, & Hermsdorfer, 2015), it is important that we look at the online
learning experiences that the learners have. It is found that the motivation to learn in an online course is
high at the beginning of a course (Giesbers et.al, 2013). This motivation, will then affect and/or be
affected by the experiences that learners have including the interaction that the learners had with other
learners and also with the instructor that will then impact the learners’ satisfaction level (Zakariah et al.,
N.A.)

The ability of learners to use the internet or being internet savvy, have a direct impact on their attitudes
towards online learning and these influences their motivation to learn (Chang, Liu, Sung, Lin, Chen, &
Cheng, 2014; Saadé & AlSharhan, 2015). As a student, knowing that they are not alone and are able to
reach out for help with tasks among peers helps to boost their experience and satisfaction during the
online learning process (Zakariah et al., N.A.). High levels of readiness brings high level motivation
towards online learning (Horzum, Kaymak & Gungoren, 2015) which then brings satisfaction towards the
online courses itself (Kirmizi, 2015). Similarly, Topal (2016) found that learners received satisfaction
when they have readiness and motivation. The factor that can bring higher satisfaction levels in online
learners are their relationship with the instructor and the experiences they have (Shih & Gamon, 2001;
Rodriguez, Ooms & Montanez, 2008; Cortes & Barbera, 2013; Andersen, Lampley & Good, 2013;
LaBarbera, 2013; Lee, 2014; Seiver & Troja, 2014; Topal, 2016).