For Faculty, by Faculty: A Case Study of Learning to Teach OnlineInternational Journal of Nursing Education Scholarship (2010)
AbstractThe 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.
- distance education,
- case study,
- faculty development
Publication DateJuly 22, 2010
Citation InformationTrena M. Paulus, Carole R Myers, Sandra J Mixer, Tami H Wyatt, et al.. "For Faculty, by Faculty: A Case Study of Learning to Teach Online" International Journal of Nursing Education Scholarship Vol. 7 Iss. 1 (2010)
Available at: http://works.bepress.com/carole_myers/1/