2.50
Hdl Handle:
http://hdl.handle.net/10755/621565
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Implementation of Current Technology in Online Learning
Author(s):
Jones, Glenda K.; Staykova, Milena P.; Halpin, David
Lead Author STTI Affiliation:
Tau Phi
Author Details:
Glenda Susan K. Jones, MSN, RN, CNS, CCRN, CCM, Professional Experience: Assistant Professor of Nursing at Jefferson College of Health Science in Roanoke Virginia for 11 years. Previously adjunct faculty for Bluefield State College in Bluefield West Virginia. I maintain my CNS and CCRN clinical practice. I am also a Critical Education Consultant. I have received training in online teaching and Quality Matters. Areas of research are interprofessional education, care of veterans and their family and online teaching. Author Summary: Assistant Professor of Nursing at Jefferson College of Health Science in Roanoke Virginia for 11 years. Previously adjunct faculty for Bluefield State College in Bluefield West Virginia. I maintain my CNS and CCRN clinical practice. I am also a Critical Education Consultant. Areas of research are interprofessional education, care of veterans and their family and online teaching.
Abstract:

The Impact of Current Technology in Online Learning

Digital technologies have a significant impact on the nursing education. To meet the challenges of the U.S. health care system for excellent patient outcomes, the Institute of Medicine (IOM) recommended higher educational attainment for the nursing workforce. In 2010, the IOM released its landmark report on The Future of Nursing, which called for 80% increase of the number of baccalaureate-prepared nurses (BSN) in the workforce by 2020. The online nursing education has grown rapidly to aim the RN to BSN transition. In 2011, an online survey was administered to students from a private health science college to evaluate the current RN-BSN Program. Pre-survey results indicated lower scores for the use of technology, access to faculty, and student interactions. A three phase quality improvement project was initiated to address the identified needs. In 2012, the RN-BSN faculty and members of the Instructional Technology department collaborated to identify best practices in online education and to address areas for improvement in the use of technology. During phase 2, a web-based virtual synchronous conferencing also known as collaboration was implemented in the online courses. The virtual collaboration was utilized for class orientation, office hours, student presentations, lectures, skill demonstrations, guest speakers, and polling and assessments of knowledge. In 2014, a digital clinical experiences virtual program that utilizes avatars was implemented in the physical assessment course to provide students interactive activities.

Purpose: The purpose of this project is to assess the effectiveness of emerging technologies in online teaching.

Methods: Multi-phase Quality Improvement Project. Phase1: Pre-survey. A convenience sample of 75 Post-licensure BSN students received the Distance Education Learning Environments Survey (DELES) with also included evaluation of concepts such as qualitative learning attitudes and web technology. Six sub- scales were measured by the DELES Survey: instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy (Sahin, 2007, Walker & Fraser, 2005). SPSS 20.0 was utilized for data entry and statistics. Phase 2: Faculty evaluation of available online educational tools, purchase of the virtual program, training of faculty, and implementation of the virtual program in the online RN-BSN courses. Phase 3: A post survey to evaluate the student satisfaction with our online nursing program post implementation of the Blackboard Ultra Collaborate and Shadow Health Virtual Programs.

Results: The 2015 post course evaluations (phase three) reflected 100% satisfaction with access to faculty, student interaction, and use of technology. 60% of the students reported enthusiasm with online learning and concluded that the online learning was stimulating. 80% of the students concluded that the virtual collaboration improved collaboration between students and faculty, and their engagement and participation in the online courses. 80% of the students reported that they liked online examination with computer camera monitoring.

Conclusion: Student engagement is essential for achieving academic outcomes and increased satisfaction with online education. The use of technology has a key role in the success of the students in the contemporary online education.

Keywords:
Best Practices; Student Satisfaction Level; Virtual Technology
Repository Posting Date:
21-Jun-2017
Date of Publication:
21-Jun-2017
Other Identifiers:
INRC17PST613
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleImplementation of Current Technology in Online Learningen_US
dc.contributor.authorJones, Glenda K.en
dc.contributor.authorStaykova, Milena P.en
dc.contributor.authorHalpin, Daviden
dc.contributor.departmentTau Phien
dc.author.detailsGlenda Susan K. Jones, MSN, RN, CNS, CCRN, CCM, Professional Experience: Assistant Professor of Nursing at Jefferson College of Health Science in Roanoke Virginia for 11 years. Previously adjunct faculty for Bluefield State College in Bluefield West Virginia. I maintain my CNS and CCRN clinical practice. I am also a Critical Education Consultant. I have received training in online teaching and Quality Matters. Areas of research are interprofessional education, care of veterans and their family and online teaching. Author Summary: Assistant Professor of Nursing at Jefferson College of Health Science in Roanoke Virginia for 11 years. Previously adjunct faculty for Bluefield State College in Bluefield West Virginia. I maintain my CNS and CCRN clinical practice. I am also a Critical Education Consultant. Areas of research are interprofessional education, care of veterans and their family and online teaching.en
dc.identifier.urihttp://hdl.handle.net/10755/621565-
dc.description.abstract<p><span>The Impact of Current Technology in Online Learning</span></p> <p>Digital technologies have a significant impact on the nursing education. To meet the challenges of the U.S. health care system for excellent patient outcomes, the Institute of Medicine (IOM) recommended higher educational attainment for the nursing workforce. In 2010, the IOM released its landmark report on <em>The Future of Nursing</em>, which called for 80% increase of the number of baccalaureate-prepared nurses (BSN) in the workforce by 2020. The online nursing education has grown rapidly to aim the RN to BSN transition. In 2011, an online survey was administered to students from a private health science college to evaluate the current RN-BSN Program. Pre-survey results indicated lower scores for the use of technology, access to faculty, and student interactions. A three phase quality improvement project was initiated to address the identified needs. In 2012, the RN-BSN faculty and members of the Instructional Technology department collaborated to identify best practices in online education and to address areas for improvement in the use of technology. During phase 2, a web-based virtual synchronous conferencing also known as collaboration was implemented in the online courses. The virtual collaboration was utilized for class orientation, office hours, student presentations, lectures, skill demonstrations, guest speakers, and polling and assessments of knowledge. In 2014, a digital clinical experiences virtual program that utilizes avatars was implemented in the physical assessment course to provide students interactive activities.</p> <p><strong>Purpose: </strong>The purpose of this project is to assess the effectiveness of emerging technologies in online teaching.</p> <p><strong>Methods: </strong>Multi-phase Quality Improvement Project. Phase1: Pre-survey. A convenience sample of 75 Post-licensure BSN students received the Distance Education Learning Environments Survey (DELES) with also included evaluation of concepts such as qualitative learning attitudes and web technology. Six sub- scales were measured by the DELES Survey: instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy (Sahin, 2007, Walker & Fraser, 2005). SPSS 20.0 was utilized for data entry and statistics. Phase 2: Faculty evaluation of available online educational tools, purchase of the virtual program, training of faculty, and implementation of the virtual program in the online RN-BSN courses. Phase 3: A post survey to evaluate the student satisfaction with our online nursing program post implementation of the Blackboard Ultra Collaborate and Shadow Health Virtual Programs.</p> <p><strong>Results: </strong>The 2015 post course evaluations (phase three) reflected 100% satisfaction with access to faculty, student interaction, and use of technology. 60% of the students reported enthusiasm with online learning and concluded that the online learning was stimulating. 80% of the students concluded that the virtual collaboration improved collaboration between students and faculty, and their engagement and participation in the online courses. 80% of the students reported that they liked online examination with computer camera monitoring.</p> <p><strong>Conclusion: </strong>Student engagement is essential for achieving academic outcomes and increased satisfaction with online education. The use of technology has a key role in the success of the students in the contemporary online education.</p>en
dc.subjectBest Practicesen
dc.subjectStudent Satisfaction Levelen
dc.subjectVirtual Technologyen
dc.date.available2017-06-21T13:51:18Z-
dc.date.issued2017-06-21-
dc.date.accessioned2017-06-21T13:51:18Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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