Analysis of Adding a Faculty-Led Online Meeting in a Nursing Course
Track
Research Project / Online Learning
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
Recommended Citation
Dickey, Sharon and Alajoki, Carrie, "Analysis of Adding a Faculty-Led Online Meeting in a Nursing Course" (2016). SoTL Commons Conference. 19.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/19
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.
