ETD RECORD
A collective case study :the transitional experiences of nursing faculty making the changeover from teaching face-to-face to teaching nursing courses online
Citation
Macy, Rosemary.. (2006). A collective case study :the transitional experiences of nursing faculty making the changeover from teaching face-to-face to teaching nursing courses online. Theses and Dissertations Collection, University of Idaho Library Digital Collections. https://www.lib.uidaho.edu/digital/etd/items/etd_24.html
- Title:
- A collective case study :the transitional experiences of nursing faculty making the changeover from teaching face-to-face to teaching nursing courses online
- Author:
- Macy, Rosemary.
- Date:
- 2006
- Keywords:
- Nursing--Study and teaching Distance Education Nursing schools--Faculty--Attitudes--Case studies
- Abstract:
- The transition of university faculty from teaching face-to-face to teaching online nursing courses was the focus for this study. The study was based on the qualitative tradition of collective case studies. Selected nursing faculty from three different nursing programs at different colleges in the southern region in a northwestern state were asked to participate in an in-depth interview process to determine their experiences with transitioning from teaching face-to-face nursing courses to teaching online courses.;The significance of this study is timely in that a large portion of nursing schools are transitioning from teaching nursing courses face-to-face to teaching online. The data analysis and interpretation of the data was determined from the in-depth interviews conducted for this research. The five overarching categories which emerged from this researcher's study were (a) time management, (b) faculty support, (c) emotional aspects, (d) professional development and (e) differences in course delivery. This data revealed the distinctive aspects the faculty experienced as they transitioned from teaching live to teaching online nursing courses.;The faculty throughout the study identified a need to have additional faculty development, mentoring, and recognition from administrators for teaching their online courses. This study was exploratory and provided a foundation for future research aimed towards the development of faculty new to teaching online nursing courses and determine ways to implement a sound faculty development process to enhance a smooth transition for their nursing faculty who will be teaching online nursing courses.
- Description:
- Thesis (Ph. D.)--University of Idaho, Summer 2006.
- Major Professor:
- Martha C. Yopp
- Defense Date:
- Summer 2006.
- Type:
- Text
- Format Original:
- xi, 173 leaves ;29 cm.
- Format:
- record
Rights
- Rights:
- In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at libspec@uidaho.edu.
- Standardized Rights:
- http://rightsstatements.org/vocab/InC-EDU/1.0/