Faculty Role in Online Learning and Managing Online In Nursing Education

The role of faculty in nursing education shifts significantly when transitioning to online teaching environments. Unlike traditional face-to-face interactions, online courses often involve asynchronous communication, which limits real-time engagement between educators and students (Halstead, 2002). This change means that educators are less likely to be the primary source of information. Instead, their role evolves into that of a facilitator, guiding students through their learning experiences.

Facilitating Student Learning

In online settings, educators must adapt to a more facilitative role, encouraging students to take greater responsibility for their learning. This shift can be challenging for faculty new to online teaching, who might feel a loss of control over the learning process. Teaching online requires a re-evaluation of traditional beliefs about the educator’s role and the adoption of new teaching paradigms (Shovein, Huston, Fox, & Damazo, 2005). Despite these changes, the educator’s responsibilities remain crucial, including defining course outcomes, designing engaging learning activities, and evaluating student performance.

2. Managing Online Discussions

Encouraging Peer Interaction

A key aspect of online teaching involves managing discussions effectively. Faculty should encourage peer-to-peer interaction rather than focusing solely on student-instructor conversations. Discussions should be varied and include elements such as reflection, critical thinking, and post-clinical conferencing. Clear grading rubrics are essential to provide timely feedback, helping students understand whether they are meeting learning objectives (Bristol & Kyarsgaard, 2012).

Addressing Common Concerns

New online instructors often face concerns about managing asynchronous discussions and optimizing time. Research indicates that online teaching can increase faculty workload due to additional time spent on course preparation and student interactions (Ryan et al., 2005; Anderson & Avery, 2008). Further research is needed to fully understand these demands.

3. Strategies for Effective Online Discussion Management

Time Management and Communication

Effective time management is crucial due to the high volume of student communication in online courses. To manage this, educators should establish clear guidelines for response times, set up electronic filing systems for course communications, and use dedicated email accounts to separate student messages from other correspondence.

Implementing Structured Communication Strategies

To streamline communication, faculty can:

1. Define response times (e.g., within 48 hours) and communicate this expectation to students.
2. Create and maintain individual student electronic file folders for course-related communication.
3. Use a separate email account or CMS for student communications.
4. Set up “electronic” office hours for student interactions.
5. Develop standardized responses for frequently asked questions to save time and provide consistent feedback.

Promoting Student Leadership and Collaboration

Incorporating strategies like blocking out dedicated time for online course management and involving students in peer feedback can enhance efficiency. Students can critique assignments, lead discussions, and participate in collaborative learning activities, which helps manage feedback and fosters active learning (Phillips, 2005). Rotating student discussion leaders can provide leadership opportunities for all students and reduce the dependency on faculty for feedback.

Conclusion

Navigating the online learning landscape in nursing education involves adapting to new roles, managing increased communication, and implementing effective strategies to ensure a productive and engaging learning environment. By embracing these changes and employing strategic management techniques, faculty can enhance the online educational experience for both themselves and their students.