Further, millennials are currently the largest group in the work force and make up the majority of students filling seats in online BSN completion programs (Suh & Hargis, 2016). Identifying the learning needs of nursing students pursuing a BSN completion is crucial. Many research studies identified that millennial students prefer communication through technology, and learning online is an extension of their upbringing in a world where they have only known technology; however, a gap exists in that little has been researched on the preferences for online learning in this age group. The purpose of the single exploratory case study of millennial online RN-BSN students was to identify and understand the preferences of this unique group and to learn how to effectively engage and instruct them as they transition from face-to-face learning into the often online only format.
It was found that online learning was not the preferred way of learning and benefits of face-to-face classrooms were missing in the online platform. Social constructivist theory suggests that learners construct new knowledge from old through experiences and collaboration. This theory guided the study and sought to identify the preferred activities and assignments in the online classroom that this group felt improved learning. It was found that students did not identify specific activities or assignments as improving learning, but the instructor commitment to facilitating the learning to be most important. Thematic analysis identified eight themes: Preference for face-to-face learning activities, Obligations influence choice, Instructor Commitment, Relevant to practice, Research required, Not challenging, Lectures, Uninvolved instructors. These themes emerged through semi-structured interviews, document/artifact review (handbook, syllabus, assignment guidelines, rubrics), and direct classroom observation in the 2017 spring semester at one Midwest University online RN-BSN program. The data collected attempted to answer the questions:
RQ1: How do millennial nursing students develop preferences for learning activities and assignments in online RN-BSN programs?
RQ2: How and why do millennial nursing students believe certain learning activities and assignments facilitate learning in online RN-BSN programs?
RQ3: How and why do millennial nursing students believe certain learning activities and assignments hinder learning in online RN-BSN programs?
A major theme that was supported by other themes in the study was Instructor Commitment and indicated that intentional behaviors by the instructor is interpreted as commitment to the student, and an overall dedication to guiding learning through interaction promotes learning no matter the specific activity or assignment. More specifically, the theme Instructor Commitment identified perceptions that learning was facilitated if the instructor was committed to the online classroom, and that instructors should be involved and be present in the online classroom constantly. Some examples found to be identified as instructor commitment were instructor participation in discussion boards, communicating clear directions, answering questions in a timely manner, and being available to clarify directions. Students overwhelmingly identified the preference for face-to-face activities that they experienced in their ADN program and found similar experiences online to improve learning. The results identified online lecture and intentional and personal communication with the instructor as strategies to simulate the experiences of the students. Participants described feeling a connection with the instructor and other students in the face-to-face classroom and felt that was lacking in the online classroom.
Specific strategies that bridge the gap between the face-to-face classroom and build connections within the online classroom were identified through the qualitative findings and will be shared in the presentation. Implementation of these behaviors in the classroom could identify an instructor as committed and therefore improve outcomes. Finding ways to connect with the students, connect information in the online classroom to practice, and connect students to each other for collaboration is imperative for successfully increasing nursing skills and caring for complex patient care needs.
It is important to note that the higher education classroom is continuously changing, as well as the characteristics of the students in the classrooms. The significance of the results of the study advanced the body of knowledge of preferences of millennial nursing students in online RN-BSN classroom, and by extension, strategies to improve outcomes in these programs and ultimately increase the number of bachelors prepared nurses through successful completion of online programs. Information presented will help to guide novice online educators, as well as, experienced online educators that are searching for new approaches to online pedagogies. All online educators interested in improving outcomes may consider implementing strategies to intentionally connect with their students to ease the transition from the face-to-face classroom to the online classroom. Further, online educators may utilize the information to thoughtfully reflect on their practices and consider what it means to be committed from the students’ view.