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Exploring Online RN-to-BSN Student Perceptions of Learner Presence
Christina Olson1, Marge Benham-Hutchins
1About the Authors Christina Olson, PhD, RN, is an associate professor, Department of Nursing Education, San Antonio College, San Antonio, Texas. Marge Benham-Hutchins, PhD, RN, is an assistant professor, School of Nursing, University of Texas at Austin, Austin, Texas. Dr. Olson acknowledges her dissertation committee chair Dr. Peggy Mancuso and committee members at Texas Woman's University-Denton, Drs. Marge Benham-Hutchins, Fuqin Lu, and JoAnn Stankus for their guidance, and Dr. Ben Arbaugh for permission to use the Community of Inquiry survey items. For more information, contact Dr. Olson at colson@alamo.edu or chriscarolo@aol.com.
Aim:
The aim of this study was to describe how RN-to-BSN student and program-specific characteristics influence student perceptions of learner presence (LP) in the online learning environment.
Background:
Online RN-to-BSN students represent a diverse group of practicing nurses who must balance multiple obligations and challenging learner requirements. LP represents the student's perceptions of being close to and interacting with faculty and peers within the online learning environment.
Method:
A descriptive, exploratory design was used to examine the relationship between participant perceptions of LP and student and program characteristics.
Results:
Findings describe student and program characteristics and perceptions of LP. Significant findings revealed that more collaborative assignments were associated with higher perceptions of LP; individual assignments resulted in lower perceptions.
Conclusion:
This study may enhance faculty understanding of this population of students and the extent to which course activities impact students' communication and collaboration to meet online learner requirements.
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