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Understanding online teaching effectiveness: Nursing student and faculty perspectives
Yvonne Smith1, Yea-Jyh Chen2, Andrea Warner-Stidham1
1Kent State University, College of Nursing, Kent, OH, United States of America.
Background:
Online teaching has expanded over the past few decades, particularly during the COVID-19 pandemic. However, characteristics of online teaching effectiveness and quality remain understudied.
Purpose:
This study examined perceptions of online teaching effectiveness from nursing faculty and student perspectives.
Methods:
The findings presented are from phase 1 of a three-phase, mixed methods research project. In this phase, a qualitative descriptive design was used to analyze data obtained from focus group interview sessions. A purposive sampling of faculty (N = 15) and students (N = 17) from one midwestern, public university participated in five focus groups.
Results:
Seven themes emerged through qualitative data analysis of faculty focus group data. Student focus groups yielded six themes. Faculty and students identified challenges and strategies for effective online teaching. Student and faculty perceptions of online teaching effectiveness aligned for many themes.
Conclusion:
Study findings have distinct implications for nursing education. Identifying the characteristics of online teaching effectiveness provides the foundation for establishing tangible constructs and robust evaluation, broadening the impact on learning outcomes, faculty development, and educational practice.
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