Learning Objective #1: 1)describe the key features of online course development for research and statistics for nurses.

Learning Objective #2: 2)identify the educator role in online teaching of research and statistics and the unique challenges and strategies for learning.

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Nursing students, especially mature students who are returning to school to upgrade their diplomas to degrees, frequently experience research and statistics as particularly challenging courses. This nursing student population usually combines continuing education for degrees with full or part time work, which exacerbates the struggle. As multiple roles are orchestrated with long geographic distances from a university, and inherent delays, online distance education is a preferred, if not an only option, for nurses who live in remote areas to advance their nursing education. Two compulsory courses: research and statistics, are taught in a fully online modality, to support ease of access and flexibility to education. Students engage in interactive learning, exercises, discussions, independent assignments and examinations. All of this occurs online in their own time, at their own convenience. Professor online support matches the individual student learning needs in the form of course development, coaching, clarifying, answering and posing stimulating questions; all enhanced by technology. This presentation describes the development of course content for research and statistics to support an online classroom. Student learning achievements and student- professor interactions and relationships are addressed. Data demonstrates that grades and student satisfaction are comparable to those of students who take traditional in-class instruction. The unique challenges and rewards of online education for these courses is discussed with strategies for further evolution of online modalities.