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Learner concerns and teaching strategies for video-conferencing
1Faculty of Nursing, University of New Brunswick, Fredericton, Canada.
Background:
The purpose of this study was to understand the influences of interactive video-conferencing technology on learning experiences of RN students studying for baccalaureate degrees via interactive distance education.
Method:
Data collection in this phenomenological study used open-ended questionnaires, interviews, and focus groups. Preliminary thematic analysis of questionnaires shaped open-ended questions for interviews and focus groups with learners confirmed findings.
Results:
Students identified themes of connecting with others, organization, negative influences, and personal factors as influential to their learning. They also identified useful teaching strategies to facilitate learning within this distance nursing education environment.
Conclusion:
University nursing programs using video-conferencing for distance education can foster learning by using teaching strategies that fit the technology, increase student interaction, and engage the students.