Evaluation of Traditional Classroom Teaching Methods Versus Course Delivery Via the World Wide Web

Blended teaching of medical ethics during COVID-19: practice and reflection

BACKGROUND

With the advancement of information technology, teachers have become able to overcome the limitations of time and room capacity by carrying out teaching activities online. This practice, however, also presents new challenges. The present study explores how to fully capitalize on the advantages of online and offline teaching and improve the quality and impact of the teaching delivered. This article presents an analysis of the planning, implementation, evaluation, and reflection process of reforming the Fujian Medical University (FJMU) medical ethics course.

METHODS

After early attempts using the Small Private Online Course (SPOC) and flipped classroom formats, this paper focuses on the comprehensive active implementation of blended teaching practice. In terms of teaching practice, this research makes targeted improvements to overcome the known shortcomings of SPOCs and flipped classrooms, including the significant preparatory workload and lacking enthusiasm for classroom participation, by redesigning the course and evaluation method and changing the role of the teacher in blended teaching. Subsequently, the study used a stratified sampling method to select 20 students enrolled in the clinical medicine course at Fujian Medical University (FJMU). Their course experience was investigated using a semi-structured interview. Interview content related to evaluating teaching effect was extracted and encoded for subsequent qualitative analysis.

RESULTS

A qualitative analysis of the student evaluation of blended teaching as implemented on the medical ethics course showed that the main factors influencing student engagement are the method of assigning tasks and that of testing learning outcomes. Student participation in class is influenced by the richness of the curriculum resources available and the role played by the teacher.

CONCLUSION

This research presents a discussion of blended teaching and suggests improvements that can be made to address low student engagement and poor classroom participation. This round of blended teaching was shown to improve learning autonomy and classroom participation and to support students in the development of their clinical abilities and higher-order thinking skills. These findings provide a reference for the implementation of online teaching during the COVID-19 pandemic.

Environmental Health and Nursing: Piloting a Technology-Enhanced Distance Learning Module

The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Knowles, Holton, and Swanson (1998); and satisfaction were measured among participating RNs (N = 34). A 6% mean gain in learning occurred between pre- and post-tests (95% CI .51 to 1.37, p < .0001). No significant differences in learning occurred for those who prefer face-to-face instruction and those who tend to procrastinate. Ninety-four percent of respondents indicated they were satisfied or very satisfied with the module. A strong association was found between recognition of adult learning principles as enhancing the assimilation of knowledge and competencies of environmental health and high satisfaction with the module. Distance learning via the Internet shows promise as a format to promote environmental health education for nurses.

Evaluating Evidence-Based Practice Knowledge and Beliefs Through the e-Learning EBP Academy

BACKGROUND

This research examined evidence-based practice (EBP) knowledge and beliefs before and after a 3-month e-learning program was implemented to build EBP capacity at a large children's hospital.

METHOD

Ten clinicians completed the development, implementation, and evaluation of the e-learning education, comprising phase one. Revision and participation by 41 clinicians followed in phase two. Participants in both phases completed the EBP Beliefs and Implementation Scales preintervention, postintervention, and 6 months after postintervention.

RESULTS

EBP beliefs and implementation increased immediately and 6 months after postintervention, with statistically significant increases in both phases. Participants in both phases applied knowledge by completing mentor-supported EBP projects.

CONCLUSION

Although EBP beliefs and implementation scores increased and e-learning provided flexibility for clinician participation, challenges arose, resulting in lower-than-expected completion. Subsequent revisions resulted in hybrid education, integrating classroom and e-learning with project mentoring. This funded e-learning research contributes knowledge to the growing specialty of professional development. J Contin Educ Nurs. 2017;48(7):304-311.

Clinical skills education for graduate-entry nursing students: enhancing learning using a multimodal approach

This paper discusses the development of a new clinical skills course at a school of nursing and midwifery in London. The course, part of a two year pre-registration programme for graduates in other disciplines, adopted an innovative multimodal approach. This comprised a range of teaching, learning and assessment strategies designed to maximise comprehensiveness, complementarity and flexibility. The background to the development is discussed and each component is described in detail. A brief summary of relevant feedback generated from anonymous student evaluations is included. This provides important insights into the perceived strengths and weakness of the module from a learner perspective. The paper concludes by identifying proposed future developments and recommending wider applications of the multimodal approach within nursing and healthcare education on an international level.

Web resource appraisal process (WRAP): A framework to establish critically appraised nursing knowledge-an active web based learning exercise

There have been dramatic advances in Internet technology in the past 10 years. However, for the Internet to reach its full potential for nursing practice and education, improvements in the quality and accessibility of health care information on the Internet are needed. This paper describes the development of a Web Resource Appraisal Process (WRAP). The WRAP consists of a template and series of online tutorials designed to facilitate the development of online resources for nursing. The WRAP can be described as a content focused authoring tool. The WRAP directs users through a range of high quality international health websites and databases in order to collect information related to specific practice areas. The WRAP then provides an ordered structure for the presentation of this information in an online format. The WRAP is a website with three main functions. Firstly, it is a teaching and learning resource promoting interactive learning using online resources. Secondly, the WRAP promotes the application of research evidence to practice by providing a standardised framework for the critical review of information resources. Thirdly, the WRAP provides a mechanism for the collaborative documentation of nursing knowledge. This paper concludes by discussing implications of the WRAP for the development, documentation and dissemination of knowledge across the health professions.

Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

Introduction:

Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.

Hypothesis:

Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.

Methods:

Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.

Results:

A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.

Conclusion:

Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

Can you go the distance? Attending the virtual classroom

Distance learning via the World Wide Web offers convenience and flexibility. Online education connects nurses geographically in a manner that the traditional face-to-face learning environment lacks. Delivered in both a synchronous (real time interaction) or asynchronous (delayed interaction) format, distance programs continue to provide nurses with choice, especially in the pursuit of advanced degrees. This article explores the pros and cons of distance education, in addition to the most popular platform used in distance learning today, the Blackboard Academic Suite. Characteristics of the potential enrollee to ensure a successful distance education experience are also discussed. Distance nursing programs are here to stay. Although rigorous, the ease of accessibility makes distance learning a viable alternative for busy nurses.

Transitioning a master's of nursing course from campus to on-line delivery: Lessons learned

Distance education continues to expand in nursing programs to service students in urban as well as rural areas in Canada. This article discusses the author's experience with transitioning a master's course in nursing from a traditional seminar format with 7-8 students to one that included distance students joining the classroom in real-time. The course, 'Nursing in Tertiary Health Care' which covers the fall and winter semesters addresses issues and concepts associated with advanced practice nursing for clients of all ages in tertiary care settings. The associated practicum selected by the student with the assistance of the faculty member provides an opportunity to examine the five domains of the Clinical Nurse Specialist role (consultation, education, research, leadership and practice) as one example of advanced practice nursing. The author has taught this course for 12 years in a traditional seminar format. During 2006-2007, a synchronous on-line version of this course was also offered whereby distance students joined the classroom at the same time as the other students in house at the university. This was done using personal computers from home or office, and a bridging program called 'Bridgit'. Lessons learned in making this transition will be discussed.

The effectiveness of web-based and face-to-face continuing education methods on nurses' knowledge about AIDS: a comparative study

BACKGROUND

Information about web-based education outcomes in comparison with a face-to-face format can help researchers and tutors prepare and deliver future web-based or face-to-face courses more efficiently. The aim of this study was to compare the effectiveness of web-based and face-to-face continuing education methods in improving nurses' knowledge about AIDS.

METHODS

A quasi-experimental method was used with a pre-test and post-test design. In this study 140 nurses with BSc degrees were chosen through a random sampling method and divided into a web-based and a face-to-face group by random allocation. For the former group the intervention consisted of a web-based course on AIDS; the latter received a 3-hour lecture course on the same subject. At the beginning and end of the course in both groups, the nurses' knowledge was measured by a questionnaire. Pre- and post-test scores were compared within and between the groups.

RESULTS

The results show that there was no significant difference between the groups in either the pre-test (t(138) = -1.7, p = 0.096) nor the post-test (t(138) = -1.4, p = 0.163) scores in the knowledge test. However, there was a significant difference in the pre-test and post-test scores within each group (web-based, t(69) = 26, p < .001; face-to-face, t(69) = 24.3, p < .001).

CONCLUSION

The web-based method seems to be as effective as the face-to-face method in the continuing education of nurses. Therefore, the web-based method is recommended, as complementary to the face-to-face method, for designing and delivering some topics of continuing education programs for nurses.

Web-Based Training for EMT Continuing Education

OBJECTIVE

New Internet technologies offer the opportunity to delivery quality instruction to emergency medical technicians (EMTs) in a cost-effective manner. The purpose of this study was to determine whether web-based continuing education (CE) could be developed at a low cost and provide a high level of satisfaction and acceptance among EMTs.

METHODS

EMTs completed web-based CE modules in place of traditional instructor-led instruction. The EMTs in the study completed a questionnaire that assessed acceptance and satisfaction. Expenses for producing and delivering web-based instruction and delivering instructor-led instruction were tracked for all aspects of the project.

RESULTS

Seventy-four percent of the EMTs strongly preferred the web-based modules over instructor-led modules. Other survey items indicated a high level of acceptance of the format (87%). The web-based modules in this study were produced and delivered at a cost of dollar 3 per EMT/module, which is less than the costs of traditional instructor-led training, ranging from dollar 21 to dollar 82 per EMT/module.

CONCLUSION

Although not a replacement for all instructor-led training, web-based training can be a cost-effective and acceptable alternative for achieving instructional objectives within the cognitive domain. It offers other benefits such as improved administration of training records and consistent delivery of content.

Class size as related to the use of technology, educational practices, and outcomes in Web-based nursing courses

With the expanding numbers of nursing students enrolled in Web-based courses and the shortage of faculty, class sizes are increasing. This exploratory descriptive study examined class size in relation to the use of technology and to particular educational practices and outcomes. The sample consisted of undergraduate (n = 265) and graduate (n = 863) students enrolled in fully Web-based nursing courses. The Evaluating Educational Uses of Web-based Courses in Nursing survey (Billings, D., Connors, H., Skiba, D. (2001). Benchmarking best practices in Web-based nursing courses. Advances in Nursing Science, 23, 41--52) and the Social Presence Scale (Gunawardena, C. N., Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11, 9-26.) were used to gather data about the study variables. Class sizes were defined as very small (1 to 10 students), small (11 to 20 students), medium (21 to 30 students), large (31 to 40 students), and very large (41 students and above). Descriptive and inferential statistics were used to analyze the data. There were significant differences by class size in students' perceptions of active participation in learning, student-faculty interaction, peer interaction, and connectedness. Some differences by class size between undergraduate and graduate students were also found, and these require further study.

Effects of a Web-based course on nursing skills and knowledge learning

The purpose of the study was to assess the effectiveness of supplementing traditional classroom teaching with Web-based learning design when teaching intramuscular injection nursing skills. Four clusters of nursing students at a junior college in eastern Taiwan were randomly assigned to experimental and control groups. A total of 147 students (80 in the experimental group, 67 in the control group) completed the study. All participants received the same classroom lectures and skill demonstration. The experimental group interacted using a Web-based course and were able to view the content on demand. The students and instructor interacted via a chatroom, the bulletin board, and e-mail. Participants in the experimental group had significantly higher scores on both intramuscular injection knowledge and skill learning. A Web-based design can be an effective supplementing learning tool for teaching nursing knowledge and skills.

Evaluation of a web-based graduate continuing nursing education program in Japan: A randomized controlled trial

Web-based learning provides educational opportunities for students who are independent and self-directed. While the complexities of educational outcomes of web-based learning have not yet been completely documented, further studies are required using rigorous research design techniques to study the outcomes of web-based learning as compared to traditional face-to-face learning. The purposes of this study were to: (1) assess the learner outcomes of web-based learning as compared to face-to-face learning group, and (2) explore methods that maximize the use of web-based learning for continuing nursing education. A randomized controlled trial of web-based learning in comparison to face-to-face lectures for registered nurses or midwives was conducted. One hundred and one nurses and midwives were eligible to participate and 93 were randomized, 45 for the web-based learning and 48 for the face-to face group. Thirty-seven (82.2%) completed the web-based learning and 33 (68.8%) the face-to-face program. There was no difference in the post-test scores between the web-based learning group (mean=76.2) and the face-to-face learning group (mean=79.4) (t=0.66, df=68, p=0.51). There were three distinct advantages to the web-based group, even though both group demonstrated the same learning outcomes. First the dropout rate was lower in the web-based program. Second the flexibility of web-based learning was reported by several participants. Finally, web-based learning was attractive to an affordable for a wide age range of the nurses.

An exploratory study of web-enhanced learning in undergraduate nurse education

AIM

The aim of the study was to explore undergraduate nursing students' views of web-enhanced learning and to examine issues relating to their pattern of access to a rehabilitation nursing module website.

BACKGROUND

As information technology is an integral component of western health care, all nurses are expected to have the necessary knowledge, skills and attitudes to be competent in its use.

METHODS

In phase 1, a focus group interview was conducted with students (n = 6) who had not logged onto a similar module website. In phase 2, a questionnaire was administered to students undertaking the web-enhanced module. In phase 3, each student's (n = 231) pattern of access to the module was identified and compared with the student's performance as evidenced by their module assignment mark.

RESULTS

Students held favourable attitudes towards web-enhanced learning but some students experienced difficulties. There was a significant positive association between the students' assignment mark and the number of times logged onto the module website. Significant negative correlations were found between mark and week of first log on, and week of first log on and number of hits onto the module site. This suggests that students who logged onto the module in the first few weeks were more likely to achieve higher marks.

CONCLUSIONS

This study's findings suggest that students who accessed the module website early and often were more likely to produce more comprehensive nursing assessments and consequently achieve higher assignment marks than their colleagues.

RELEVANCE TO CLINICAL PRACTICE

The findings have relevance to all nurses as lifelong learning is a mandatory requirement for maintaining clinical competence and electronic learning can provide students (regardless of registration status) with the flexibility to gain access to course content at a time and place convenient to them. The role of electronic learning in promoting a more holistic nursing assessment is also discussed.

Faculty teaching time: a comparison of web-based and face-to-face graduate nursing courses

Web-based education brings a new dimension to the issue of measuring faculty workload. Current literature reflects instructor concerns related to the time required to teach web-based courses (McAlpine, Lockerbie, Ramsay & Beaman 2002; Sellani & Harrington, 2002; Smith, Ferguson & Caris, 2001). This descriptive, comparative study seeks to determine the time required to teach web-based graduate nursing courses and compare that to teaching similar courses in the face-to-face setting. Utilizing time records previously collected as part of a federally funded grant, data from 11 web-based and five face-to-face graduate level nursing courses were analyzed. Although a statistically significant difference in teaching time requirements was not demonstrated, several interesting trends did appear. Examples include differences related to preparation time and the division of teacher time while teaching web-based as opposed to face-to-face courses. Future research and continued data collection related to faculty workload and time usage will be needed as web-based courses become a growing part of graduate nursing education.

Web-based instruction: getting faculty onboard

Although many colleges and universities have embraced distance education, a significant number still have not. Approximately 40% of faculty from these institutions have not accepted the value and legitimacy of online education [Allen, I. A., & Seaman, J. (2003). Sizing the opportunity: The quality and extent of online education in the United States, 2002, 2003. Needham, Mass: The Sloan Consortium]. One reason for this may be that faculty are not sufficiently informed about online learning and the role they might play in teaching in this environment. A number of salient issues are addressed: who our students are; what drives colleges and universities to offer distance education; which educational theory underpins distance education; how distance education fares in terms of quality as compared with face-to-face instruction; what the advantages and disadvantages of teaching online are; how teaching style is affected; and what types of support faculty need in providing instruction in this medium. Some recommendations are included for faculty who are considering teaching online. In this article, distance education refers to an asynchronous, web-based, and online format.

Evaluating a Web-enhanced bachelor of nursing curriculum: perspectives of third-year students

Little is known about nursing students' information literacy skills and perceptions of Web-enhanced educational approaches. This study examined graduating Bachelor of Nursing (BN) students' perceptions of a Web-enhanced learning environment, their computer literacy skills, and use of technology, and how these influenced their satisfaction. This Australian survey produced a 64% (n = 170) response rate. The 3-year BN program provides Web-enhanced learning opportunities by incorporating online activities and content such as quizzes, videos, and virtual laboratories that augment on-campus and off-campus learning approaches. Upon graduation, 61.4% of the students reported having competent information literacy skills. The quality and usefulness of the Web-enhanced material was rated fair to above average. The students' perception of technical and faculty support for Web-enhanced learning was low. Overall satisfaction with the Web-enhanced program was associated with level of information technology (IT) skills and perceived quality and usefulness of the Internet material. A regression analysis of factors contributing to students' overall satisfaction of a Web-enhanced learning environment (IT literacy skills, access, and perceived quality, usefulness, and support) accounted for 18.5% of variance. As more nursing programs use Web-based resources, greater attention should be given to the initial assessment and development of students' information literacy skills. Students with good IT skills are more likely to perceive Web-enhanced material as useful.

Decreasing transactional distance in a Web-based course

The Horizon Wimba online Web-conferencing voice system was used to facilitate dialogue and decrease transactional distance in a Web-based course. Small-group (< or =6)discussion sessions were held and addressed topics pertinent to clinical practice. Students were asked to evaluate the synchronous voice discussion groups via a Flashlight survey at the end of the semester. Anecdotal and survey responses indicated that discussion groups increased dialogue between faculty and students.

Supporting pre-registration students in practice: A review of current ICT use

It is unclear how current healthcare students based in the United Kingdom (UK) use information and communication technology (ICT) to support their learning and care delivery in practice environments. This position reflects the dearth of current empirical evidence that needs development in this rapidly changing field. Using focus group interviews involving 16 students from nursing and the allied health professions, to reflect the interprofessional nature of healthcare education, this research explored how students employ technology in placement settings. The students drew on networked resources for personal learning and gave examples of use to meet patient and user needs. Technology also provided a vehicle for communication with the University, though use was complicated by a number of issues. Access to computers and the Internet whilst in placement environments proved problematic for some, with the culture not seeming to support ICT use. Lack of time, attitudes towards computers and ICT skills also affected student engagement. These findings provide information to guide the development of ICT use in placement settings.

E-learning for healthcare students: developing the communities of practice framework

AIM

This paper presents research considering whether healthcare students were able to develop characteristics of communities of practice when engaged in an online module.

BACKGROUND

Little is known about whether the communities of practice framework can be applied to online learning, with no previous consideration of its potential use within healthcare education.

METHODS

Using a case study approach the research, completed in 2004, had two phases. A questionnaire was administered to a group of 109 healthcare students to gain information on which to base sampling for the subsequent phase. Phase 2 employed three strands of data collection: five students completed an online diary, the online interactions of seven students were captured on a discussion board and three students were interviewed. Data were analysed using a form of pattern matching.

FINDINGS

Students were able to develop essential elements of communities of practice: mutual engagement, joint enterprise and shared repertoire, though this was not uniformly seen. Particular issues emerged for the online community, including enabling access to the online environment to support mutual engagement. The development of trust was also threatened by difficulties of presenting identities online. Joint enterprise was hampered by the online situation, although the virtual classroom proved essential for supporting endeavour. Not all students were committed to their groups. There was some evidence of group members developing shared repertoire, as routines of group working emerged. Professional understanding and computer skills were also enhanced.

CONCLUSION

The framework can be applied to supporting online learning internationally amongst students and has applicability to professional groups. Those intending to employ the framework should ensure that students can gain access to the community and have the computer skills to engage. Course design should be considered to ensure support for developing the essential components of communities of practice.

A comparison of on-campus first year undergraduate nursing students' experiences with face-to-face and on-line discussions

Only limited pedagogical use has been made of information and communications technology (ICT) in nursing education in Norway. In this study the use of ICT was linked to assignments in the first year undergraduate nursing program and included four on-line discussions. There is evidence to suggest that on-line discussions can enhance the learning environment. The students' experiences of the on-line discussions are compared to those of the students participating in traditional group discussions. The results show little difference between the two groups' opinions of the discussions' fruitfulness and the ease in which they expressed their feelings, thoughts and ideas. However, there is a marked difference between the two groups regarding their experience of how the discussions affected the amount of contact between group members outside the discussions. Possible reasons for these findings are discussed.

The experience of nursing students in an online doctoral program in nursing: A phenomenological study

The increased sophistication of technology has led to greater use of distance learning, providing graduate nursing students with increased access to such programs, while more easily maintaining employment. Little information is available regarding the experience for those students enrolled on these programs. This information would be of value to both those who are considering online courses, and to those who are charged with developing and teaching these courses. A phenomenological approach was used in order to examine the experience of five students enrolled in an online doctoral program in nursing in the United States. Verbatim transcripts were analyzed for themes from which three main ones emerged as the essence of the experience: considering the fit, liking the fit, and making it fit. Recommendations are provided for future research pertaining to distance education, particularly in the form of graduate outcomes.

Design and evaluation of an online teaching strategy in an undergraduate psychiatric nursing course

Psychiatric nurse educators are challenged to prepare graduates in meeting the needs of individuals with a mental illness within an increasingly technology-based environment. This requires the development and evaluation of educational strategies that immerse students in web-based learning. This article presents an overview of a hybrid teaching design that includes classroom teaching and asynchronous threaded discussion in a teaching module in an undergraduate psychiatric nursing course. Evaluation of student preferences, advantages and disadvantages, and learning, as well as qualitative evaluation of students' description of critical thinking, supports the value of online teaching in psychiatric nursing education.

E-Orientation

The reality of the nursing shortage, combined with limited education resources, requires a flexible and efficient approach to orienting experienced nurses seeking per diem or temporary employment. A solution to meet the learners' needs and maximize educational resources involves making a transition from traditional instructor-led orientation programs to an e-orientation Web-based learning methodology. To operationalize a Web-based curriculum, the nurse educator can apply the standards of practice for nursing professional development to effectively develop an e-orientation that meets the needs of administrators, the educators, and the temporary/per diem nurses.

Teaching Health Assessment in the Virtual Classroom

Health assessment skills are vital to professional nursing practice. Health assessment has traditionally been taught using lecture, teacher-developed tests, practice and live demonstration, and interactive and computer-based learning materials. Rapid advances in information technology during the past decade have greatly expanded distance learning options in higher education. Although much nursing education now uses the Internet, there has been limited use of the Web to teach psychomotor and clinical skills. This article describes how online instruction can be integrated into a health assessment course to teach physical examination skills. The development of instructional videos that can be digitally streamed onto the Web for ready and repeated access can also enhance online learning of technical and clinical skills. Student evaluation of this Web-enhanced course revealed that online assignments enabled them to pace their learning, thereby promoting greater flexibility and independence. Students were able to master the technical skills of working online with minimal difficulty and reported that working online was no more stressful than attending class. The most helpful aspect of the online course was the instructor-developed video that was digitally streamed online.

A Model for Faculty Teaching Online: Confirmation of a Dimensional Matrix

As distance education options continue to become available for nursing programs, market competition increases. Nursing faculty are challenged to design online courses based on best practices, and teaching online has implications for faculty role changes. This article presents a Model for Faculty Teaching Online based on faculty wisdom and expertise that evolved inductively from an exploratory study with 18 faculty teaching online. A matrix was developed to explain the dimensions of faculty teaching online. Dimensions of the matrix were confirmed through a follow-up survey to determine their relevance. A national validation study with feedback from 68 faculty teaching online confirmed the major dimensions of the matrix, including antecedent conditions, context, strategies, and outcomes. Implications for educators and for future research are provided.

Nurses' experiences of distance education programmes

AIM

This paper reports on a study exploring the experiences of nurses undertaking distance education (DE) programmes.

BACKGROUND

While DE has many advantages in terms of the flexibility, autonomy and freedom that it affords to learners, the literature reports that students undertaking these programmes can also experience feelings of being disconnected and isolated.

METHODS

A convenience sample of 15 participants was selected, and data were collected using in-depth interviews. Data were analysed using a qualitative design that drew most heavily on the methodological procedures of grounded theory.

FINDINGS

Habermas' theory of communicative action was found to be relevant to the interpretation of data and four categories were constructed to explain participants' experiences in relation to DE, namely: lifeworld lamented; lifeworld experienced; lifeworld ceded and learning within a bounded system. These categories reflect the manner in which participants experienced the lifeworld component (the interactive and subjective dimensions) and the system component (objective and outcome oriented dimensions) of the educational realm. While data indicated diversity in how the boundedness of the programmes was experienced, overall such standardized, instrumental courses were viewed favourably by participants within the limitations of their own personal circumstances.

CONCLUSION

Distance education as a means of disseminating nursing knowledge should be strengthened. The challenge for nurse educators is to develop DE programmes that minimize their limitations and maximize their potential.

Best Practices in Web-based Courses: Generational Differences Across Undergraduate and Graduate Nursing Students

The demand for online courses is greatly increasing across all levels of the curriculum in higher education. With this change in teaching and learning strategies comes the need for quality control to determine best practices in online learning communities. This study examines the differences in student perceptions of the use of technology, educational practices, and outcomes between undergraduate and graduate students enrolled in Web-based courses. The multisite study uses the benchmarking process and the Flashlight Program Evaluating Educational Uses of the Web in Nursing survey instrument to study best practices and examine generational differences between the two groups of students. The outcomes of the study establish benchmarks for quality improvement in online learning. The results support the educational model for online learning and postulates about generational differences for future study.

Integration of Internet-based learning and traditional face-to-face learning in an RN-BSN course in Korea

This article describes the development of and student satisfaction with a distance learning course using both online and face-to-face methods in an RN-BSN program in Korea. Four steps were used for course development: (1) assessment of students' learning needs and determination of objectives of the course, (2) designing of module/assignment instructions, (3) development of the Internet-based learning platform, and (4) evaluation of course and Internet-based learning platform. Student satisfaction was evaluated by using a 4-point Likert-type questionnaire. Forty-eight (92.3%) questionnaires were returned. Overall satisfaction with this course was high (X = 3.29). Appropriateness of learning methods (X = 3.35) was rated the most satisfactory, followed by appropriateness of content (X = 3.31). Most of the students enjoyed the course and they wanted more nursing courses to be offered through the online and on-site format. On the basis of the findings, additional courses using both online and face-to-face methods for RN-BSN students should be developed and implemented for RN-BSN nursing programs in Korea.

Experiences of online learning: students' perspective

This paper explores students' views of an online learning initiative within a post-registration degree in nursing in Hong Kong. A self-administered questionnaire was used for data collection. One hundred and ninety eight students completed the study. Online learning was seen to be convenient allowing students to study at their own pace and time. Students reported that online learning enabled them to hold a higher level of accountability for their own learning and to learn independently. Not all experiences were positive. A major hindrance to online learning was the inadequate opportunity for human interaction which was deemed necessary for establishing peer support and developing in-depth group discussion on subject matter. These findings provide a guide for further development and improvement in online teaching and learning methodologies.

Promoting Active Learning Through On-Line Discussion Boards

The authors describe faculty experiences in developing and evaluating on-line discussion boards for an undergraduate nursing program. The advantages and limitations of on-line discussions as well as various applications of the methodology are presented. A variety of innovative applications for on-line discussions in undergraduate didactic and clinically based nursing courses are illustrated.

Effects of a Web-Based Teaching Method on Undergraduate Nursing Students' Learning of Electrocardiography

This study examined the effects of a Web-based teaching method (versus a traditional lecture method) on undergraduate nursing students' learning of electrocardiography (ECG). The Web-based learning program was developed by the authors and implemented for 4 weeks. The study used a pretest-posttest experimental design. A total of 105 senior nursing students were recruited at a university in Korea. Fifty-four students were assigned to an experimental group in 2002, and 51 were assigned to a control group in 2003. Knowledge about ECG among students in the Web-based group was significantly lower than that of students in the control group (p < .01). Conversely, the ability to interpret ECG recordings was significantly higher among students in the Web-based group (p < .05). No significant differences were found between the two groups in level of motivation or satisfaction with learning. The self-directed, Web-based ECG learning program appears to be effective in helping nursing students to interpret ECG recordings.

Teaching Teachers to Teach With Technology

As the local and national shortage of nursing faculty grew, the Washington State University College of Nursing revised and expanded their nursing education courses in a technologically intense pilot program. Reflections on all phases of the planning, implementation, and evaluation of the first course in this program are described as lessons learned with implications for future nursing education and research endeavors.

This new house: Building knowledge through online learning

The purpose of this study was to understand from baccalaureate-degree nursing students the experience of virtual learning in nursing and to understand how online education enhanced and detracted from learning. Three in-depth, focus-group interviews were conducted with a total of 27 baccalaureate nursing students. Hermeneutic phenomenology was employed to analyze the narrative data. Seven themes were identified from the data. The first theme was "making the framework": (1) providing flexibility; (2) enabling students through observing, guiding, and modeling; (3) faculty as facilitators; and (4) questioning as method. The second theme was "building incredible dialogue": (1) having great discussions, (2) sharing ideas/knowledge, and (3) not being inhibited. The third theme was "critical thinking--the 3-D effect": (1) sitting with the words, (2) using references/research, (3) seeing a variety of perspectives, (4) critiquing self and others, and (5) using selective language. The fourth theme was "personal and professional growth": (1) being connected, (2) feeling valued and respected, and (3) having intimate relationships. The fifth theme, representing the outcomes for online courses, was "more comprehensive learning": (1) deeper understanding and (2) better retention of knowledge. The sixth theme was "being overwhelmed", and the seventh theme was "being frustrated". As a result of this study, an understanding of the phenomenon of online learning was developed. The findings provide direction for future development of the pedagogy of distance learning.

Students?? Perceptions of Online Learning

Using the Internet to deliver nursing courses via distance education can facilitate learning on demand and promote learner-centered instruction. The authors describe 20 graduate nursing students' experiences with online learning. Students learn through reflection, exploration, use of critical thinking, interacting with others, sharing of information, and using resources. Key points of students' experiences with online learning were consistent with the Constructivism Theory. Implications for improving teaching are based upon the Constructivism Theory and include strategies for identifying learning goals and conditions for learning, as well as planning and implementing various methods of instruction.

Teaching Pharmacology to Graduate Nursing Students: Evaluation and Comparison of Web-Based and Face-to-Face Methods

As nursing schools develop Web-based courses to increase access to programs, evaluation of all aspects of these courses, from student learning to effectiveness of the course and instructor, becomes important. This article describes the evaluation of a 3-credit, semester-based, online graduate pharmacology course, and compares these student outcomes with those in the face-to-face course taught simultaneously. Eighteen students chose to participate in the Web-based course, and 52 chose to participate in the face-to-face course. The same instructor taught both courses, and the same examinations were administered. Students in the two courses were not different in age or in number of years of nursing practice prior to taking the course. There was no association between the course chosen and the type of basic nursing preparation or if the student had taken a pharmacology course in their basic nursing program. There were no significant differences between the mean examination scores of students enrolled in the two courses. Overall, students in the online course were positive about their experience. Student comments highlight the need to be aware of effectiveness of communication among faculty and students, the clarity of instructions, and the amount of information provided on course Web sites.