Collaborative Development and Evaluation of an Online Nursing Course

Abstract

Institutions of higher education acknowledge that online learning represents a growing segment of the modern learning environment, and most students have mastered basic computer skills. However, reluctance to engage in online learning remains among both faculty and students. This article presents a case study of three schools of nursing that collaboratively developed and implemented an online undergraduate-nursing course. The article discusses the challenges that were encountered by faculty and students. The faculty used the distance education literature to address these challenges related to technological, institutional, and pedagogical aspects of online learning, as well as the recruitment and retention of online learners. Quantitative and qualitative methods were used to evaluate the effectiveness of the course. The paper concludes with suggestions to overcome the challenges of online learning, such that faculty and students receive the inherent rewards.

Is Online Learning a Viable Training Option for Teaching Sexual Assault Forensic Examiners?

“…However, these barriers can impede learning if students do not have adequate time to spend with the course material. Success with online courses tends to require 6-10 hours a week, but many students underestimate the amount of time needed (Alexander et al, 2010;Chio, 2012). Additional research is needed to understand how to maximize learning for clinicians with limited availability in their schedule.…”

“…Time management and planning study time are important for students with multiple work and personal commitments. Thus, it may be helpful to provide students with a course schedule that outlines the time duration of each module, which would allow students to reserve specific time for course work and stay on track (Alexander et al, 2010). Attention also should be given to the length of the modules.…”

“…In addition, students may misperceive online courses as easier and underestimate the amount of time needed to maintain the course expectations (Johnston, 2007). This may be particularly problematic for students who have substantial work and family responsibilities, which can impede learning if students do not have adequate time to spend on the course (Alexander, Polyakova-Norwood, Johnson, Christensen, & Loquist, 2010;Chio, 2012). Similar to traditional courses, motivation to learn also has been linked to successful online course performance (Klein, Noe, & Wang, 2006;McMahon, 2013;Welsh et al, 2003).…”

An Evaluative Study of a Distance Teacher Education Program in a University in Ghana

“…This seems contradictory, but it is consistent with the literature. Alexander et al (2003) reported that it took online students more time than students in traditional classrooms to complete course objectives. Allen et al (2002) conducted a meta-analysis using 23 studies and concluded that while the difference in levels of academic achievement between students involved in both traditional and distance education is insignificant, both groups tended to prefer traditional education over DE.…”

IRRODL Volume 10, Number 4; Regional Focus Issue: Open and Distance Learning in Africa

“…This seems contradictory, but it is consistent with the literature. Alexander et al (2003) reported that it took online students more time than students in traditional classrooms to complete course objectives. Allen et al (2002) conducted a meta-analysis using 23 studies and concluded that while the difference in levels of academic achievement between students involved in both…”