Web-based Teaching in Undergraduate Nursing Programs

Abstract

This study examined faculty perspectives of teaching undergraduate nursing courses entirely online via the World Wide Web. More than 80% of the 171 faculty completing the online survey indicated spending more time planning and implementing a Web course than a traditional course. Forty-seven percent preferred online teaching to traditional instruction, and described the experience as a success beyond expectation. This positive reaction supports the ongoing viability of Web-based instruction in nursing education.

Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

“…In fact, Bolliger and Wasilik (2009) found that some of the most significant institutional issues affecting faculty satisfaction were a higher workload and increased time commitment for online instructors. Many other studies have acknowledged issues of substantial time commitments and workload for online faculty (Bacow et al, 2012;Christianson et al, 2002;Conceição, 2006;DeGagne & Walters, 2010;Green et al, 2009;Haber & Mills, 2008;Mason et al, 2010). Most research has shown that time commitment and workload were barriers or demotivators to faculty, though some studies claimed that the extra time commitment did not affect faculty satisfaction or preference for teaching online (Christianson et al, 2002;Orr et al, 2009;Shea et al, 2005).…”

“…Many other studies have acknowledged issues of substantial time commitments and workload for online faculty (Bacow et al, 2012;Christianson et al, 2002;Conceição, 2006;DeGagne & Walters, 2010;Green et al, 2009;Haber & Mills, 2008;Mason et al, 2010). Most research has shown that time commitment and workload were barriers or demotivators to faculty, though some studies claimed that the extra time commitment did not affect faculty satisfaction or preference for teaching online (Christianson et al, 2002;Orr et al, 2009;Shea et al, 2005). Some researchers also determined that faculty would not mind the extra time it took to deliver online courses if they were adequately compensated (Haber & Mills, 2008;Huang et al, 2011;Shea, 2007).…”

“…Bolliger and Wasilik (2009) later surveyed 102 instructors and found that the issue that most impacted faculty satisfaction with teaching online was struggles with technology. A number of researchers (Bolliger & Wasilik, 2009;Christianson, Tiene, & Luft, 2002;Conceição, 2006;DeGagne & Walters, 2010;Green, Alejandro, & Brown, 2009) also found that faculty were dissatisfied if they thought that using a system would take more time or increase their workload, factors that could be considered "ease" of use, especially if users were struggling to learn how to operate a system.…”

Extending the Reach of Early Intervention Training for Practitioners

“…These methods leverage the efficacy and scalability of computer and Internet-based technologies and have been used successfully for educational purposes in a number of different settings, particularly in colleges and universities (Sugrue & Rivera, 2005). Research has shown that distance-learning performance outcomes compare favorably to traditional face-to-face instruction (Bernard et al, 2004; Sitzmann, Kraiger, Stewart, & Wisher, 2006; Tallent-Runnels et al, 2006) and in some cases, distance learning can result in better performance and user satisfaction measures when compared to traditional classroom-based courses (Christianson, Tiene, & Luft, 2002; Howard, Schenk, & Discenza, 2003; Kulik, 1986; Lepper & Gurtner, 1989; Roblyer, 1988; Wise & Olson, 1998). …”

Evaluation of interactive online courses for advanced practice nurses

“…One of the most important implications of the study was the recognition of the considerable time needed to plan and deliver an online course. Findings support the viability of courses delivered entirely online (Christianson, Tiene, & Luft, 2002).…”