The purpose of this study was to assess the self-efficacy of nursing faculty and students related to their potential use of mobile technology and to ask what implications this technology has for their teaching and learning in practice education contexts. We used a cross-sectional survey design involving students and faculty in two nursing education programs in a western Canadian college. In January, 2011, 121 faculty members and students completed the survey. Results showed a high level of ownership and use of mobile devices among our respondents. The median mobile self-efficacy score was 75 on a scale of 100, indicating that both faculty and students were highly confident in their use of mobile technologies and prepared to engage in mobile learning.<br /><br />

In response to a question on the value of replication in social science research, the author undertook a search of the literature for expert advise on the value of such an activity. Using the information gleaned and the personal experience of attempting to replicate the research of a colleague, the conclusion was drawn that replication has great value but little 'real life' application in the true sense. The activity itself, regardless of the degree of precision of the replication, can have great merit in extending under-standing about a method or a concept.

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This reflective case study was based on our independent use of the debate as an online instructional approach and our shared interest in teaching strategies. In an interdisciplinary manner, using narrative inquiry and action research, we melded our data sources and analyzed the findings, including our individual experiences with the technique. Our paper contributes to the field of research on faculty self-evaluations of teaching strategies, specifically debates. The topic will be of relevance to those who teach online. The findings suggest that examining faculty perceptions and views on the use of debates in text-based paced and un-paced courses at the online undergraduate and graduate levels can be a valuable undertaking. The process enabled us to benefit from our mutual reflective discussions on the use of debates to understand how each of us used the strategy. Despite our different approaches to the debate, we share many commonalities regarding debate as a teaching strategy. RésuméCet examen de cas concrets était fondé sur notre utilisation indépendante du débat comme méthode pédagogique et sur notre intérêt commun pour les stratégies pédagogiques. Sur un mode interdisciplinaire et à partir de récits et de recherche-action, nous avons fusionné nos sources de données et avons analysé les résultats, y compris nos expériences individuelles avec cette technique. Notre dossier est un apport à la recherche sur l'autoévaluation des stratégies pédagogiques, notamment les débats, effectuées par le personnel enseignant. Le sujet intéressera ceux qui donnent un enseignement en ligne. Les résultats font croire qu'examiner les perceptions et les idées du personnel enseignant sur l'utilisation du débat pour des cours donnés avec ou sans manuel et offerts en ligne aux étudiants de premier et deuxième cycle peut être une entreprise très intéressante. L'opération nous a permis de tirer profit de nos réflexions mutuelles sur l'utilisation du débat pour comprendre comment chacun d'entre nous a recouru à cette stratégie. Malgré des divergences dans nos façons d'aborder le débat, de nombreux points communs nous unissent à l'égard de cet outil pédagogique.CJLT/RCAT Vol. 37(3)Debate As Teaching Strategy 2