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A Model for Faculty Teaching Online: confirmation of a dimensional matrix
Marilyn Ryan1, Kay Hodson-Carlton, Nagia S Ali
1Master's Program, School of Nursing, Ball State University, Muncie, Indiana 47306, USA. mryan@bsu.edu
The Journal of Nursing Education
|September 1, 2005
Summary
A new model for faculty teaching online was developed from faculty expertise. This framework, based on antecedent conditions, context, strategies, and outcomes, guides best practices in distance education for nursing programs.
Area of Science:
- Nursing Education
- Online Learning Pedagogy
Background:
- Increasing market competition in distance education for nursing programs.
- Challenges for nursing faculty in designing effective online courses.
- Need for best practices in online nursing education.
Purpose of the Study:
- To present a Model for Faculty Teaching Online.
- To capture faculty wisdom and expertise in online teaching.
- To provide a framework for effective online nursing education.
Main Methods:
- Inductive exploratory study with 18 online nursing faculty.
- Development of a matrix detailing dimensions of online teaching.
- Follow-up survey and national validation study with 68 faculty.
Main Results:
- A validated matrix outlining key dimensions of faculty online teaching.
- Identification of antecedent conditions, context, strategies, and outcomes.
- Confirmation of the model's relevance and major dimensions.
Conclusions:
- The Model for Faculty Teaching Online provides a framework for educators.
- Highlights implications for faculty roles and professional development in online education.
- Suggests directions for future research in distance learning pedagogy.
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