Incorporating Pedagogical Principles in Developing an Online Nursing Research Course

Abstract

Since 1998, developing online courses to accommodate nontraditional students has been a major focus at a public commuter university in the southeast. Concern about the quality of online instruction prompted a number of faculty members in different disciplines to explore pedagogically sound methods for improving and evaluating their teaching using instructional technology. In response to the impetus to have a framework for the development of online courses, a seminar series based on the Seven Principles of Undergraduate Education was developed. On the basis of the pedagogical principles presented during the seminar series, the online nursing research course was redesigned to be more learner-centered by increasing student-to-student and student-to-faculty interaction. Seven interactive modules were developed to address students' diverse learning styles. Using this approach for teaching an online nursing research course, students were able to learn the important concepts typically taught in a traditional, face-to-face course, while managing family and work responsibilities.

Development, Evaluation, and Utility of a Peer Evaluation Form for Online Teaching

“…[17][18][19][20][21] The guidelines from these sources remained congruent with the guidelines and criteria offered by Cobb et al 13 In 2009, Wood and Friedel 22 advanced the science by specifying a framework for peer review of online learning and teaching. The concepts contained in the expanded framework of Wood and Friedel 22 reflected the major categories that we wanted to capture in our peer review, specifically instructional design, interface design, use of media, and technical aspects of the course.…”

Using technology-based educational interventions to improve knowledge about clinical practice guidelines:

“…22 Technology-based learning tools in health care education can improve access to information to meet the needs of health care providers. [23][24][25][26] Moreover, such tools can be used to adapt information to the health care providers' learning styles and increase intrinsic motivation; [24][25][26][27] however, there is no clear understanding of which technology-based educational interventions are most effective in improving knowledge in the health care provider population. 28 In this review, we define technology-based learning tools as instruments of learning that incorporate digital technology as a method for the delivery of information.…”

Faculty development needs assessment for online teaching

“…1,2 The development of distance learning courses and programs are based on sound pedagogical principals. 3 Development for these courses and programs aimed primarily to create desirable conditions, support effective self-directed learning and facilitate interpersonal communication in a virtual classroom environment. 4 Course development in distance learning may follow one of many instructional design approaches such as ADDIE.…”