Faculty for Online Education In Nursing Faculty Preparation for Teaching Online in Nursing Education
With the rise of technology in the 21st century, online education has significantly transformed teaching and learning across disciplines, including nursing. Many higher education institutions have embraced online learning to meet the needs of today’s students. This shift has brought a change in the role of nursing educators, who now face the challenge of transitioning from traditional classroom settings to virtual ones. For many faculty members, this paradigm shift has been difficult, particularly in terms of adopting new teaching methods and using technology effectively in an online environment.
Competencies Necessary to Teach Online in Nursing Education
One of the most critical issues in transitioning from traditional to online instruction is the faculty’s preparedness. While technological knowledge is often cited as a significant barrier, research suggests that understanding the pedagogy of online learning is an even greater challenge (Conrad, 2004). Teaching online requires a dynamic integration of content, pedagogy, and technology (Koehler, Mishra, Hershey, & Peruski, 2004).
The Higher Learning Commission developed Best Practices for Electronically Offered Degree and Certificate Programs (2000) in response to the rapid expansion of online education in higher learning institutions. These best practices aim to ensure a balance between innovation and accountability, helping educators maintain high standards while adapting to online teaching.
Technology Use in Nursing Education
Faculty members teaching online must acquire specific technical skills to navigate and manage digital classrooms effectively. While the shift to online teaching can be intimidating due to perceived technological barriers, many online teaching platforms have user-friendly interfaces. The basic technology competencies needed for online teaching include:
- Creating and organizing digital materials (folders, directories).
- Using word processing software (cut, copy, paste, save files).
- Managing email communications, including attachments.
- Navigating web browsers to access and share online resources (Ko & Rossen, 2004).
For faculty converting traditional courses into online formats, collaborating with an instructional designer is ideal. However, if this is not possible, faculty can use course management systems (CMS) like WebCT, Blackboard, or Educator to deliver content. These platforms provide built-in tools for web page creation, online assessments, and tracking student progress without requiring advanced knowledge of HTML or programming. Many platforms also include synchronous and asynchronous communication tools, which are essential for maintaining engagement in online courses.
Instructor to Facilitator in Nursing Education
Transitioning to online teaching transforms the roles of both faculty and students. Instructors who may feel confident in face-to-face classrooms often experience nervousness or uncertainty when teaching online. In traditional classrooms, body language and social cues play a significant role in communication. However, in the virtual environment, the absence of these cues can lead to misunderstandings or behavior that would not typically occur in person.
The online environment also tends to change the dynamics of authority, placing students more at the center of the learning process. Instructors transition from being knowledge deliverers to facilitators of learning, which requires students to take on greater responsibility for their education (Alexander, Polyakova-Norwood, Johnston, Christensen, & Loquist, 2003).
Some instructors report building stronger relationships with students online due to the increased personalization of communication, while others feel more distanced from their students (Ryan, Carlton, & Ali, 2004). Online education requires instructors to let go of some traditional teaching methods and embrace competency-based education, where students must demonstrate mastery of the content. The shift emphasizes facilitating learning in a way that allows students to construct knowledge socially rather than simply consuming information.
Community Building in Nursing Education
Building a sense of community is crucial to the success of online courses. Students frequently report feeling isolated in online learning environments, missing social interaction with instructors and peers (Attack & Rankin, 2002). Community building supports student engagement and learning, as a strong sense of belonging can enhance motivation and participation.
According to Palloff and Pratt (1999), creating a dynamic learning community in an online course helps facilitate inquiry and shared learning. Many students bring valuable prior knowledge and experience to the virtual classroom, and fostering an environment where students feel comfortable sharing their thoughts is key to building a collaborative learning experience (Keeton, 2004). Instructors can model this behavior by incorporating feelings and personal insights into written communications, which helps create a social presence in the course.
When instructors successfully foster community, students often report better learning experiences, feel closer to their peers, and develop stronger connections with their instructors than in traditional classroom settings (Lynch, 2002).
Interactive Learning Strategies in Nursing Education
Incorporating interactive learning strategies is essential for creating meaningful engagement in online nursing education. According to Moore’s (1989) model, three types of interaction are critical for online learning:
- Learner-instructor interaction: Direct communication between the student and the instructor. This interaction is essential for engaging students with course content, encouraging self-direction, and motivating learners.
- Learner-content interaction: The intellectual engagement of the learner with the course material. This type of interaction facilitates the assimilation of knowledge and the development of cognitive skills as students process and reflect on course content.
- Learner-learner interaction: Interaction between students, either in pairs or groups. Collaborative learning activities, such as group discussions or projects, allow students to engage in knowledge generation at a deeper level. These interactions can happen with or without the instructor’s presence and are often some of the most powerful experiences in online education (Palloff & Pratt, 1999).
By designing learning activities that foster these interactions, instructors can create a rich and engaging online learning environment. For example, discussion forums, collaborative projects, and peer reviews encourage learner-learner interaction, while personalized feedback and guidance from the instructor maintain learner-instructor engagement.
Conclusion
Faculty preparation is key to the successful implementation of online nursing education. While technological expertise is necessary, understanding the pedagogy behind online learning is even more critical for faculty members. As nursing educators shift from traditional classrooms to online environments, they must embrace new roles as facilitators and community builders, creating spaces where students can interact meaningfully with content, peers, and instructors.
Incorporating technology effectively, fostering community, and utilizing interactive learning strategies will enhance the overall learning experience for nursing students in the digital age. As educators continue to adapt to these changes, ongoing professional development and collaboration with instructional designers will be essential for maintaining the quality and integrity of online nursing education programs.