For Faculty, by Faculty: A Case Study of Learning to Teach Online

Trena M. Paulus, University of Tennessee, Knoxville
Carole R. Myers, University of Tennessee, Knoxville
Sandra J. Mixer, University of Tennessee, Knoxville
Tami H. Wyatt, University of Tennessee, Knoxville
Debra S. Lee, University of Tennessee, Knoxville
Jan L. Lee, University of Tennessee, Knoxville

Abstract

The shortage of nursing faculty and the need for MSN-prepared faculty to have access to doctoral education and remain in their teaching roles has resulted in a growing number of nurse education programs moving online. A better understanding of how best to support faculty during this transition is needed. This case study describes the experiences of faculty at one institution as they participated in a grassroots effort to learn about online teaching. Six themes related to the faculty development experience were identified: 1) plugging in; 2) peer sharing, modeling and community building; 3) multidimensional learning; 4) role-shifting and meta-learning; 5) paradigm shifting; and 6) sustaining momentum. Findings are connected to recommendations related to how best to prepare faculty to ensure that quality nursing education continues.