The Quality of Student Learning in an Online International Graduate Nursing Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/243271
Category:
Full-text
Type:
Presentation
Title:
The Quality of Student Learning in an Online International Graduate Nursing Program
Author(s):
Tumulty, Gail; Oriol, Mary D.
Lead Author STTI Affiliation:
Xi Psi Chapter, Region 6 (also Delta Lambda)
Author Details:
Tumulty, Gail, RN, PhD, CNAA, gtumulty@loyno.edu; Oriol, Mary D., DrPH, RN;
Abstract:
Purpose: To add to the scientific evidence about establishing optimal online class size where active class engagement and course satisfaction are attained for faculty and students alike

Methods: Data were collected from 2007 through 2010 using end of course student evaluations and Blackboard participation statistics.  Simple linear regression, independent samples t-Test, and ANOVAS were used to test research questions. 

Results: As class size increases, student participation in discussion forums increases but faculty participation decreases.  Student satisfaction increases as class size decreases.  Students perceive higher satisfaction and greater critical thinking skills when taught by full-time faculty. 

Conclusion: Class size impacts faculty time, engagement in the course, and punctuality with returning assignments as well as student satisfaction with the instructor.  Students perceive higher course value and greater critical thinking skills when courses are taught by full-time faculty instead of adjunct faculty.

Keywords:
Quality; Online learning; global society
Repository Posting Date:
12-Sep-2012
Date of Publication:
12-Sep-2012 ; 12-Sep-2012
Conference Date:
2012
Conference Name:
23rd International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Brisbane, Australia

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleThe Quality of Student Learning in an Online International Graduate Nursing Programen
dc.contributor.authorTumulty, Gailen
dc.contributor.authorOriol, Mary D.en
dc.contributor.departmentXi Psi Chapter, Region 6 (also Delta Lambda)en
dc.author.detailsTumulty, Gail, RN, PhD, CNAA, gtumulty@loyno.edu; Oriol, Mary D., DrPH, RN;en
dc.identifier.urihttp://hdl.handle.net/10755/243271-
dc.description.abstract<b>Purpose: </b> To add to the scientific evidence about establishing optimal online class size where active class engagement and course satisfaction are attained for faculty and students alike <p><b>Methods: </b>Data were collected from 2007 through 2010 using end of course student evaluations and Blackboard participation statistics.&nbsp; Simple linear regression, independent samples t-Test, and ANOVAS were used to test research questions.&nbsp; <p><b>Results: </b> As class size increases, student participation in discussion forums increases but faculty participation decreases.&nbsp; Student satisfaction increases as class size decreases.&nbsp; Students perceive higher satisfaction and greater critical thinking skills when taught by full-time faculty.&nbsp; <p><b>Conclusion: </b>Class size impacts faculty time, engagement in the course, and punctuality with returning assignments as well as student satisfaction with the instructor.&nbsp; Students perceive higher course value and greater critical thinking skills when courses are taught by full-time faculty instead of adjunct faculty.en
dc.subjectQualityen
dc.subjectOnline learningen
dc.subjectglobal societyen
dc.date.available2012-09-12T09:19:55Z-
dc.date.issued2012-09-12-
dc.date.issued2012-09-12en
dc.date.accessioned2012-09-12T09:19:55Z-
dc.conference.date2012en
dc.conference.name23rd International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationBrisbane, Australiaen
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