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Learning Objective 1: The learner will be able to implement evidence based strategies to improve the outcomes of ou-line learning
Learning Objective 2: The learner will be able to improve productivity and satisfaction of students and faculty in on-line courses.
For many nurses in a global society, online education, with its portability and flexibility, is the only workable avenue to pursue their educational goals and to obtain the knowledge and skills necessary for success in advanced roles. However, an online curriculum must be more than just an alternative educational delivery system developed to provide an accessible, student-friendly learning experience. It must be a strong curriculum grounded in distance learning pedagogy that encourages faculty and working professionals to remain actively engaged and focused on achieving course competencies. Online education requires a shift in emphasis from that of traditional classroom memorization and understanding to analysis, synthesis, and application of information to situations that resemble the demands of the contemporary health care environment. Documentation in the literature and the experiences of these authors indicate that successful online curriculum development and management requires a sound theoretical framework, an ongoing commitment to technological support, as well as fundamental modifications in the usual faculty and student development requirements. More evidence is needed to validate the needs of faculty and students in online courses. Data on online faculty interaction and teaching time in relation to student learning and satisfaction were collected and analyzed as part of a systematic evaluation of online courses. The findings from this analysis will be presented and can contribute to the evidence-based body of knowledge on the most effective strategies that contribute to satisfaction and successful outcomes for online learners.
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters