Proposal Title

Analysis of Adding a Faculty-Led Online Meeting in a Nursing Course

Co-Authors

N/A

Track

Research Project / Online Learning

Proposal Abstract

This scholarship of teaching and learning study evaluated how adding a faculty-led interactive component to the on-line component of a hybrid nursing course improved higher level thinking in student learning and satisfaction. The course used faculty-led live and recorded interactive online meetings. For this study in progress, four hypotheses were evaluated: Faculty-led online meetings facilitate an increase in higher level thinking in student learning; Faculty-led online meetings will increase or maintain lower level thinking in student learning; Faculty-led online meetings improve student satisfaction; and Students will perceive an increase in higher level thinking and satisfaction related to the faculty-led online meetings. A comparison was done between the units where the intervention was implemented, and the units where the intervention was not done. Poster participants will be provided with a sample of how the faculty-led interactive component was structured. Results of the study compared student knowledge, student learning and satisfaction, between the intervention and non-intervention units, and a student self-perception survey at the end of the course.

Session Format

Poster Session

Location

Room 113

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 4:00 PM Mar 30th, 5:00 PM

Analysis of Adding a Faculty-Led Online Meeting in a Nursing Course

Room 113

This scholarship of teaching and learning study evaluated how adding a faculty-led interactive component to the on-line component of a hybrid nursing course improved higher level thinking in student learning and satisfaction. The course used faculty-led live and recorded interactive online meetings. For this study in progress, four hypotheses were evaluated: Faculty-led online meetings facilitate an increase in higher level thinking in student learning; Faculty-led online meetings will increase or maintain lower level thinking in student learning; Faculty-led online meetings improve student satisfaction; and Students will perceive an increase in higher level thinking and satisfaction related to the faculty-led online meetings. A comparison was done between the units where the intervention was implemented, and the units where the intervention was not done. Poster participants will be provided with a sample of how the faculty-led interactive component was structured. Results of the study compared student knowledge, student learning and satisfaction, between the intervention and non-intervention units, and a student self-perception survey at the end of the course.