2016 Conference Archive
Analysis of Adding a Faculty-Led Online Meeting in a Nursing Course
Copyright
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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
Publication Type and Release Option
Event
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.
