The effects of online course duration on graduate nurse educator student engagement in the community of inquiry.

Autor: Tiedt JA; Gonzaga University, Department of Nursing, 502 E Boone Avenue, Spokane, WA 99258, USA. Electronic address: tiedt@gonzaga.edu., Owens JM; Gonzaga University, Department of Nursing, 502 E Boone Avenue, Spokane, WA 99258, USA., Boysen S; Gonzaga University, Department of Nursing, 502 E Boone Avenue, Spokane, WA 99258, USA.
Jazyk: angličtina
Zdroj: Nurse education in practice [Nurse Educ Pract] 2021 Aug; Vol. 55, pp. 103164. Date of Electronic Publication: 2021 Jul 23.
DOI: 10.1016/j.nepr.2021.103164
Abstrakt: Aim: The number of online graduate nursing programs across the United States has increased to address a critical shortage of nurse educators. Web-based learning appeals to nurses returning to school as a means of gaining an education at their convenience. More schools are offering compressed courses to meet this demand. Although students have a preference toward shorter intensive online courses, it is unclear how that affects the quality of the learning experience such as student engagement. The study explored the effect of course length on the student learning experience in a graduate online nurse educator course.
Design: Using the community of inquiry framework, this study examined the effect of course duration (8-week versus traditional 16-week timeframes) on student engagement, student perceptions of the learning experience and self-reported learning behaviors. Study participants were enrolled in an online graduate nurse educator program located in the northwest United States.
Methods: Data were collected using a background information form, a course evaluation form and the Community of Inquiry Questionnaire which measured teaching presence, social presence and cognitive presence. Data were analyzed using descriptive and inferential statistics.
Results: High mean scores on the questionnaire showed that a community of inquiry was established regardless of course duration. However, there were differences in terms of the social and teaching presence subscales but not in the cognitive presence subscale suggesting that students in the traditional course were better able to establish the type of rapport with each other that increased comfort and engagement with peer interactions. Independent t-tests revealed statistically significant differences in perceptions of time to complete course activities. Students in the 16-week course were more likely to report that they had adequate time to complete course teachings, think critically about course content, complete course assignments and thoughtfully engage in course discussion and that they performed their best on assignments.
Conclusions: The findings support the traditional course duration over an intensive 8-week format because it allows for students to build a better rapport and greater student engagement with the course materials and peers. The study reinforces previous work on distance education noting social presence and connectedness as essential to optimal online learning. Using the community of inquiry framework and best-practice pedagogies for online education in the design and development of online courses can contribute to greater collaboration and deeper learning.
(Copyright © 2021 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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