Incorporating Pedagogical Principles in Developing an Online Nursing Research Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/148042
Type:
Presentation
Title:
Incorporating Pedagogical Principles in Developing an Online Nursing Research Course
Abstract:
Incorporating Pedagogical Principles in Developing an Online Nursing Research Course
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Author:Odom, Sue Ellen, DSN, RN
P.I. Institution Name:Clayton College & State University
Title:Associate Professor
Co-Authors:Katrina Barnes, MS, RN
Non-traditional students have job and family responsibilities, which many times prevent them from taking classes on campus. For several years, developing online courses to accommodate these students has been a major focus in the nursing department. Because initial courses were developed rapidly, 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. A web-enhanced seminar series based on AAHE’s “Principles of Good Practice” and Notre Dame’s “Seven Steps for Choosing Technology” was developed for the Clayton State faculty. Based on the principles taught in the seminar series, the Nursing Research course was redesigned to ensure that the course was learner-centered. Nursing Research is an essential component of any BSN program and is usually taught in the traditional classroom setting where student and teacher can interact and discuss specific principles. When the on-line Nursing Research course was originally designed, it was structured in a self-study format in which students read and outlined the chapters and then came to the classroom to take an exam. There was no way for students to interact, and the course activities were limited to the study guide that accompanied the text. Pedagogical strategies presented during the seminar series led to the revision of this independent study format for the course. Activities to increase student-to-student and student-to-faculty interaction have been integrated throughout the course. Seven interactive, self-study modules were developed. The use of technology tools such as Macromedia Flash and interactive flash cards will be demonstrated. Using this approach for teaching an on-line Nursing Research course, students can still learn all of the important concepts typically taught in a traditional, face-to-face course, while meeting many of their different learning styles.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleIncorporating Pedagogical Principles in Developing an Online Nursing Research Courseen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148042-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Incorporating Pedagogical Principles in Developing an Online Nursing Research Course</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Odom, Sue Ellen, DSN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Clayton College &amp; State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">sueodom@mail.clayton.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Katrina Barnes, MS, RN</td></tr><tr><td colspan="2" class="item-abstract">Non-traditional students have job and family responsibilities, which many times prevent them from taking classes on campus. For several years, developing online courses to accommodate these students has been a major focus in the nursing department. Because initial courses were developed rapidly, 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. A web-enhanced seminar series based on AAHE&rsquo;s &ldquo;Principles of Good Practice&rdquo; and Notre Dame&rsquo;s &ldquo;Seven Steps for Choosing Technology&rdquo; was developed for the Clayton State faculty. Based on the principles taught in the seminar series, the Nursing Research course was redesigned to ensure that the course was learner-centered. Nursing Research is an essential component of any BSN program and is usually taught in the traditional classroom setting where student and teacher can interact and discuss specific principles. When the on-line Nursing Research course was originally designed, it was structured in a self-study format in which students read and outlined the chapters and then came to the classroom to take an exam. There was no way for students to interact, and the course activities were limited to the study guide that accompanied the text. Pedagogical strategies presented during the seminar series led to the revision of this independent study format for the course. Activities to increase student-to-student and student-to-faculty interaction have been integrated throughout the course. Seven interactive, self-study modules were developed. The use of technology tools such as Macromedia Flash and interactive flash cards will be demonstrated. Using this approach for teaching an on-line Nursing Research course, students can still learn all of the important concepts typically taught in a traditional, face-to-face course, while meeting many of their different learning styles.</td></tr></table>en_GB
dc.date.available2011-10-26T09:39:38Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:39:38Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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