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Monday, 18 November 2013
Learning Objective 1: Define effective planning and creation of an online learning environment that will engage learners and situate them as co-creators in the learning experience.
Learning Objective 2: Discuss effective use of new methods of online instruction that change the focus from a faculty centered experience to a student centered learning experience.
There is a disconnect between faculty who are using teaching methods from the 19th and 20th centuries and learners who are increasingly interested in engaging using methods from the 21st century (Institute of Medicine, 2011). Faculty are aware that students use computers and mobile devices for other activities in class, including surfing the web and connecting with friends on Facebook. Students are not interested in traditional teaching methods and have difficulty seeing relevance in their daily lives. There is a growing conversation in education about the best ways to engage learners in the 21stcentury (Benner, et. al,, 2010). In the conversation, faculty are encouraged to foster an environment that engages students and provides opportunities for critical thinking and synthesis, which includes use of computers, iPads and other devices for learning. After exploring new educational theories it became clear that revising an existing online course for Senior nursing students would transform it from a faculty centered experience to a student centered experience. This was a nursing management course with real-world implications for students who would soon find themselves tasked with applying course content in their roles as graduate nurses. The revised online course utilized information and connective technology that not only engaged learners, but also situated them as co-creators in the learning experience. To accomplish this, nursing faculty adopted new teaching methodologies and technology and received mentoring by a consultant from the College of Education who provided the information needed to make this vertical climb. The result was a revitalized course where there were opportunities to co-construct knowledge among students and faculty as well as an opportunity for the individual student to seek meaningful course-related content . The students exhibited greater enthusiasm, knowledge and engagement. The faculty developed confidence and skills needed to design interactive courses in the future.