Nursing Students' Perceptions of Presence in Online Courses PDF Download
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Author: Jennie L. Van Schyndel
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 390
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Book Description
Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students' perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey. Findings indicated students' perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p & lt; .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p d".05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly (p d".05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p d".05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students' perceptions of presence in online courses and improve student satisfaction with online learning.
Author: Jennie L. Van Schyndel
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 390
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Book Description
Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students' perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey. Findings indicated students' perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p & lt; .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p d".05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly (p d".05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p d".05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students' perceptions of presence in online courses and improve student satisfaction with online learning.
Author: Jamie A. Marcus
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Kimberly Cardaci Macario
Publisher:
ISBN:
Category : Intergenerational relations
Languages : en
Pages : 316
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Book Description
Faculty-student relationships include overlapping concepts of caring and presence, both of which can have an impact on learning outcomes, satisfaction, and retention. Students of varying generations may have different attitudes and expectations for their academic experience concerning technology and the faculty-student relationship. Based upon the Theory of Human Caring (Watson, 1979) and the Community of Inquiry Framework (Garrison, Anderson, & Archer, 1999), the purpose of this study was to explore how students of different generations perceived caring behaviors by faculty and presence in online RN-BSN pregrams. The study utilized the Organizational Climate for Caring Questionnaire (Hughes, 1993) to measure students' perceptions of faculty caring behaviors, the Community of Inquiry Survey Instrument (Arbaugh et al., 2008) to measure students' perceptions of presence, and a researcher-developed demographic questionnaire. Participants were recruited from online RN-BSN programs within the northeast region of the United States to complete an online survey. Results showed no difference between generational perceptions of caring; however, millennials reported statistically significant higher perceptions of social presence when compared with non-millennials. Although generation was not a predictor of caring, all Presence subscales were positively and significantly correlated with the total caring score. Also, the number of online courses a student has taken was negatively and significantly correlated with total caring scores. Teaching presence and the reported number of online courses were significant predictors of the students' perceptions of caring in online courses.
Author: Michael Simonson
Publisher: IAP
ISBN: 1648023525
Category : Education
Languages : en
Pages : 89
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Book Description
The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.
Author: Samantha J. Mencini
Publisher:
ISBN:
Category :
Languages : en
Pages : 51
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Book Description
With continued surges in enrollment in the various online health science programs, especially nursing programs, there is a great need for additional research to be conducted regarding how students perceive their professors social presence in an online learning environment through the use of Computer-Mediated Communications - CMCs. The objectives of this descriptive phenomenological qualitative study were to: 1) illustrate how students perceive their professors0́9 social presence as used in various types of CMCs; 2) identify emotions which the students have experienced in response to their professor0́9s CMCs; 3) unveil common themes regarding student perception of their professors0́9 social presence; and 4) identify ways for professors to increase their social presence in the online learning environment per the recommendations of the students. Garrison, Anderson and Archer0́9s (2000) definition of social presence was provided to participants so they would understand the context of this term throughout the interview process. Colaizzi0́9s (1978) method for phenomenological analysis was used to extract and analyze data. This study yielded four main themes, which include: responsiveness and interactions; caring and supportiveness; emotions and feelings; and connectedness and cohesiveness. Each of these four themes is interrelated and would allow for professors to increase their social presence when utilizing one or more of those modalities. Although this study0́9s findings were consistent with previous studies on social presence in the online learning environment, more research is needed to determine which CMCs are most meaningful to students in promoting professor social presence.Keywords: descriptive phenomenology; social presence; professor; Computer-Mediated Communications (CMCs); online health science courses; nursing; interaction
Author: Marie Kelly Lindley
Publisher:
ISBN:
Category : Distance education students
Languages : en
Pages : 105
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Book Description
In order to meet the healthcare needs of the US population, Registered Nurses (RNs), with Bachelor of Science in Nursing degrees, are needed. This descriptive posttest study, with independent samples, examined the use of audio-video with textbased feedback versus text-based only feedback on student's perceptions of the community of inquiry (COI) among RN-BSN online students (n=125), enrolled in one course at one university. The COI survey performed reliably with Cronbach's alpha .94 on the pretest and .98 on the posttest. No statistically significant difference was found between the groups on the pretest for teaching presence (p=.31), social presence (p=.40) or cognitive presence (p=.38). On the posttest, statistically significant difference between the groups was found for each COI presence: teaching (p=.00, control M=3.84 , intervention M =4.45), social (p=.03, control M= 3.84, intervention M=4.31), and cognitive (p=.00, control M= 3.88, intervention M= 4.46). Students who report higher levels of cognitive presence are more likely to reenroll in subsequent semesters. Nurse educators and students may benefit from the use of AV feedback or other technologies to enhance COI presences in online courses and to promote student reenrollment. Further research is needed to explore student and faculty perceptions of the AV feedback's usefulness and relationship to course outcomes.
Author: Viktoria Lambert
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 202
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Book Description
Author: Christina C. Olson
Publisher:
ISBN:
Category : Nurses
Languages : en
Pages : 280
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Book Description
Online baccalaureate completion students represent a large and growing population in nursing education today. The purpose of this descriptive exploratory study was to (a) measure Learner Presence in online RN-to-BSN students, (b) identify student characteristics that may relate to Learner Presence, (c) identify program-specific characteristics that may relate to Learner Presence, and (d) determine if, and how, student and program-specific characteristics affect the variable of Learner Presence. Two instruments were used. The Modified Community of Inquiry Learner Presence Scale (MCLPS) is a 21-item self-report based on the social and cognitive presence constructs of the Community of Inquiry Survey (Arbaugh, et al., 2008). The researcher developed the 14 item, RN-to-BSN Student and Program Characteristics Questionnaire, which is based on key characteristics of RN-to-BSN students and program characteristics of online education. The setting for this study was internet based, and a purposeful convenience sample consisted of 239 online RN-to-BSN students in the United States. Descriptive statistics, confirmatory analysis of the MCLPS, Pearson Product Moment correlations, and Independent t tests were conducted. Multiple logistic regression was also used to answer the research questions. A weak negative correlation (r =-.192, p
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1799880974
Category : Education
Languages : en
Pages : 2104
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Book Description
In the current educational environment, there has been a shift towards online learning as a replacement for the traditional in-person classroom experience. With this new environment comes new technologies, benefits, and challenges for providing courses to students through an entirely digital environment. With this shift comes the necessary research on how to utilize these online courses and how to develop effective online educational materials that fit student needs and encourage student learning, motivation, and success. The optimization of these online tools requires a deeper look into curriculum, instructional design, teaching techniques, and new models for student assessment and evaluation. Information on how to create valuable online course content, engaging lesson plans for the digital space, and meaningful student activities online are only a few of many current topics of interest for promoting student achievement through online learning. The Research Anthology on Developing Effective Online Learning Courses provides multiple perspectives on how to develop engaging and effective online learning courses in the wake of the rapid digitalization of education. This book includes topics focused on online learners, online course content, effective online instruction strategies, and instructional design for the online environment. This reference work is ideal for curriculum developers, instructional designers, IT consultants, deans, chairs, teachers, administrators, academicians, researchers, and students interested in the latest research on how to create online learning courses that promote student success.
Author:
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 0
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Book Description
Online education has become a major component in higher education and is no longer viewed as something students choose only when it is impossible to take a course in a traditional setting. Student perception of the quality of online learning is a prominent component of an online course. However, it is not the only component to consider, as various factors could contribute or present barriers to a student’s perception of quality, impacting retention in online learning. Understanding students’ perceptions regarding online learning and the factors that contribute to their experiences will ultimately lead to improvements in online learning systems and practices. This qualitative, single descriptive case study explored how graduate students perceive quality in online learning and the impact those perceptions could have on retention based on the factors that influenced their experiences. Data were collected using an online questionnaire and a semi-structured interview. The participants were selected from a private university in northeast Georgia and were online graduate nursing students. The results of this study reflected what graduate nursing students perceive as important factors necessary to improve the quality of online learning. The results showed several contributing factors that would impact retention in online learning. Majority of the participants expressed the need for improvement in teaching strategies that could improve online learning. Participants communicated the importance of engaging students to reduce the feeling of isolation, thus maintaining or increasing the possibility of retention in online programs.
