Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19

Abstract

Objective Engaging learners during the COVID-19 pandemic is a significant challenge for educators. The pandemic has propelled the popularity of online learning, with Google Classroom being widely used by educational institutions as a remote learning platform. This study aimed to evaluate the impact of an online faculty development programme on nurse educators' perceived competency in creating and delivering e-content using Google Classroom and other freely available digital tools. Methods A pre-experimental design was adopted for the research. A six-module online faculty development course was conducted for 24 nurse educators of an affiliated nursing college, over a period of eight days. A debriefing session was held on ninth day after the completion of the course. A 10-item rating scale was used to assess the participants' perceptions of their competency in using Google Classroom and other digital tools for online teaching before and after the online faculty development course. Results Out of 24 trained participants, 18 completed the post-evaluation rating scale, giving a response rate of 75%. In the post-evaluation phase, a high level of competency was perceived by 83.3% of participants for using Google Classroom and 66.7% for creating video lectures and using an online grade book. A statistically significant difference ( p < 0.001) between pre- and post-course evaluations was observed. Conclusion This study shows that the online faculty development programme enhanced the perceived skills of faculty members in effectively delivering online teaching using various digital tools during the pandemic.

Perception of Dental Faculty on Face-to-Face and Virtual Programs of Faculty Development; A Cross-Sectional Study

“…The faculty should be cognizant of the benefits of using virtual medium to attend training sessions, which helps to save time and resources. 22 In this study, the faculty's responses regarding their perceptions of the benefits of attending FDPs indicated the lack of realization of the potential advantages that FDPs can offer. Even though faculty's primary role is teaching and assessment of the course content, the scope of FDPs has widened and includes multiple skills and competencies to help faculty develop leadership qualities, mentoring and promoting the scholarship of teaching to bring positive improvement in behaviour and attitude.…”

“…Even though faculty's primary role is teaching and assessment of the course content, the scope of FDPs has widened and includes multiple skills and competencies to help faculty develop leadership qualities, mentoring and promoting the scholarship of teaching to bring positive improvement in behaviour and attitude. 22,23 The responses of the faculty in our study are such because they may not be aware of new educational approaches, through various online modalities and are not exposed to innovative teaching methodologies which have great impact on students learning, engagement and motivation during distance education. 24 There is a need to propagate the potential of virtual/ online sessions that can be utilized to engage the faculty in FDP in order to facilitate them with their hectic schedules and other academic commitments.…”

“…24 There is a need to propagate the potential of virtual/ online sessions that can be utilized to engage the faculty in FDP in order to facilitate them with their hectic schedules and other academic commitments. The satisfaction of faculty with online courses as been reported in the literature 22 hence it can be incorporated in our context with suitable modifications.…”

A meta-analysis of the effect of Kahoot! on academic achievements and student performance

“…The Kahoot!-based program could improve Indian university students' perception skills of teachers in delivering lecture notes during the pandemic. (Swaminathan et al, 2021). Students in a Thai university could obtain signi cantly higher exam scores in the Kahoot!based group than the control group (Yuenyongviwat & Bvonpanttarananon, 2021).…”

Interplay of Shared Leadership Practices of Principals, Teachers’ Soft Skills and Learners’ Competitiveness in COVID 19 Era: Implications to Economics of Educational Leadership

“…Online courses that have been thrown up in a hurry aren't always ideal, and some may be poor. Faculty performance will be boosted by academic leaders who can use the abilities and talents of the campus collective by using a distributed situational leadership approach (Chiodini, 2020, Hussein et al, 2020, Swaminathan et al, 2021.…”