Post-course evaluations were administered to 350 undergraduate and graduate students. Open-ended questions sought feedback on technology integration and descriptions of learning preferences. For aim 1 a content analysis of the students' descriptions was conducted. For aim 2 learning preferences were analyzed using Perry's Model to rate the students according to the 9 developmental levels. Aim 3 involved comparative analyses.
Three major themes emerged over time: Independence with sub-themes of time, responsibility, and convenience; group dynamics/sharing with sub-theme of fear and human contact; and, preferred teaching style with sub-themes of need for discipline and immediate feedback.
Students observed increased comfort and decreased barriers overtime. While appreciating the flexibility of web-enhanced learning and a decrease in technology-use anxiety, some students still preferred traditional in-class teacher led presentations. Students participating in multiple web-enhanced cross discipline teaching learning experiences over time further evidenced the transition to acceptance of the role of technology in nursing education. Applying Perry's Model, students displayed wide variations in responses. Initially many students displayed characteristics of positions 1 and 2 (simple dualism) while others transitioned to include characteristics of positions 7 and 8 (commitment in relativism).
Recommendations suggestive of Perry's Model will be made for faculty using technology. Specific considerations for nurse educators to decrease barriers and support ethical and intellectual development of all levels of nursing students will be presented. Accommodating individuals' personal communication styles and preferred methods of learning will also be explored.