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For faculty, by faculty: a case study of learning to teach online
Trena M Paulus1, Carole R Myers, Sandra J Mixer
1University of Tennessee, Knoxville, TN, USA. tpaulus@utk.edu
Summary
Online nursing education programs are growing due to faculty shortages. This study identifies six key themes for supporting nursing faculty during the transition to online teaching to ensure educational quality.
Area of Science:
- Nursing Education
- Online Learning
- Faculty Development
Background:
- Increasing demand for online nursing programs due to faculty shortages.
- Need for effective strategies to support nursing faculty transitioning to online teaching roles.
- Importance of maintaining quality nursing education amidst evolving delivery methods.
Purpose of the Study:
- To describe the experiences of nursing faculty during a grassroots initiative to develop online teaching skills.
- To identify key themes and challenges in faculty development for online education.
- To provide recommendations for supporting faculty in online nursing education.
Main Methods:
- A qualitative case study approach was employed.
- Focus on faculty experiences within a single institution.
- Analysis of a grassroots faculty development effort for online teaching.
Main Results:
- Six themes emerged: plugging in, peer sharing/modeling/community building, multidimensional learning, role-shifting/meta-learning, paradigm shifting, and sustaining momentum.
- Faculty development initiatives need to address multiple facets of online teaching.
- Peer support and community are crucial for successful adaptation.
Conclusions:
- Effective faculty development is essential for quality online nursing education.
- Recommendations are provided to guide institutions in preparing faculty for online roles.
- Addressing faculty needs supports the sustainability of online nursing programs.
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