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For faculty, by faculty: A case study of learning to teach online
International Journal of Nursing Education Scholarship (2010)
  • 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.

Keywords
  • nursing education,
  • online learning,
  • distance education,
  • instructional design
Publication Date
2010
Citation Information
Trena 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/tami_wyatt/30/