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.