Strategies for Success: Teaching an Online Course

Cole, Jane E.; Kritzer, Jeffrey B.

doi:10.1177/875687050902800406

Cited by 74 publications

(68 citation statements)

References 7 publications

(6 reference statements)

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“…The shortage of nursing faculty, and the shortage of clinical nurses are both factors in the shift to distance accessible education at the undergraduate and graduate levels in nursing [2,4] . Through innovation and flexibility we can reach more individuals who can be educated as clinical nurses and as nurse educators.…”

Section: Why the Shift To Distance Accessible Educationmentioning

confidence: 99%

“…Distance education courses are a means to accessing more potential students, and implementing flexible, nurse educators. Increasing nursing faculty numbers is also critical to admitting more nursing students who can be employed in clinical nursing [2,4] .…”

Section: Why the Shift To Distance Accessible Educationmentioning

confidence: 99%

“…Distance accessible teaching is a fairly new format in many schools of nursing, and the training needs of faculty assigned to distance accessible courses have not kept pace with the implementation of these courses [1,2,13,14] . Therefore, few effective role models for distance teaching are available in comparison to traditional classroom models.…”

Section: Why the Shift To Distance Accessible Educationmentioning

confidence: 99%

“…Best practices require knowledge of the technology available for distance accessible teaching such as conducting live chats, live texting sessions, and preparing audio, and video narrated lectures [2] .…”

Section: Technology Available To Support Best Practices In Distance Amentioning

confidence: 99%

“…Onsite classroom courses cannot compete with the flexibility of distance accessible courses which have opened doors to thousands of students who could not have received their education without this opportunity [2][3][4][5][6][7] .…”

Section: Introductionmentioning

confidence: 99%

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Best practices for teachers new to distance education

Reed

2013

JNEP

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Distance education is an essential teaching strategy in nursing education, and the inclusion of distance accessible education in nursing programs requires that nursing faculty new to this area become knowledgeable of this teaching strategy. Therefore, the purpose of this article is to describe teaching strategies for teachers new to distance education including technology available to support courses, preparation for those courses, early student contact, and socialization into the course. Further, student assignments, evaluation, including peer evaluation, and timely feedback in regard to communication and evaluation are covered.

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Section: Why the Shift To Distance Accessible Educationmentioning

confidence: 99%

Section: Why the Shift To Distance Accessible Educationmentioning

confidence: 99%

Section: Why the Shift To Distance Accessible Educationmentioning

confidence: 99%

Section: Technology Available To Support Best Practices In Distance Amentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Best practices for teachers new to distance education

Reed

2013

JNEP

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Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning

Durak

2022

Comp Applic In Engineering

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The Flipped Classroom (FC) provides various opportunities to ensure active learning in a student‐based learning environment. In the literature, it is pointed out that the FC model provided a positive contribution to the teaching process when it was used for learning environments in past studies. Besides this, it is seen that FC was integrated into a learning method and the results were generally associated with only FC. From this point of view, it is thought that the methodological effect of FC needs to be examined. The aim of this study is to identify whether the use of different models (peer‐assisted group: PAL‐FC, collaborative group: SGCL‐FC, and individual learning: IL‐FC) in FC for computing courses of university students has an effect on academic performances, learning motivation, academic self‐efficacy, computer anxiety of the university students, and flipped learning readiness. This study is designed with a mixed method. The working group of the study is composed of 242 university students. The application lasted for 14 weeks. In this study, data have been collected by a Personal Information Form, semi‐structured interview form, information technologies achievement test, and four different data collection tools. As a result of the research, it is found out that different applications in the FC model have a significant effect on academic success, academic self‐efficacy, e‐learning readiness in FC. FC model application with PAL‐FC has proved more successful when compared to other methods in terms of developing performance and reducing technology anxiety. Also, it is seen that motivation and academic self‐efficacy in FC has improved positively for collaborative group work.

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