Paper
Thursday, July 22, 2004
Connectedness: An Essential Component of Web-Based Education
Linda Johnston, PhD, RN, School of Nursing, School of Nursing, University of South Carolina Aiken, Aiken, SC, USA
| Learning Objective #1: Discuss the importance of connectedness in Wweb-based nursing education |
| Learning Objective #2: Identify strategies for enhancing the experience of connectedness among students who are participating in Web-based education |
Objectives: 1)To identify student perceptions of being connected to faculty and other students in a web-based learning environment; 2) To identify strategies to enhance student perceptions of connectedness. Design: Qualitative Population, Sample, Setting: The sample consisted of 51 undergraduate nursing students in a public university enrolled in a web-based Nursing Research course between 2001 and 2003. Concept: Connectedness Method: A Blackboard forum was created for each class asking students to anonymously provide feedback about their experience as web-based learners. Responses were reviewed by the faculty teaching the course. A common thread of feeling "unconnected" was identified by most students in the first class. The faculty then introduced strategies in future classes that students identified as helping them feel connected to each other and to the faculty member. These strategies were refined and confirmed by students in subsesquent classes. Findings: Students in web-based courses frequently feel isolated and alone. This feeling of being "unconnected" from faculty and other students can impede student learning. Strategies faculty can employ to help students feel connected in their learning include 1) providing a welcoming learning environment; 2)using interactive weekly discussion boards; 3) creating a supportive, stimulating faculty presence: 4) providing expert use of both critique and praise; 5) providing anonymous forums for student suggestions and complaints; and 6) communicating interest in and respect for each student as both a person an a learner. Conclusions: While web-based instruction can enhance and enrich student learning, this learning can be reduced if the student feels unconnected from faculty and other students. Effective strategies can be employed to enhance student perceptions of connectedness and thus enhance student learning. Implications: Web-based instruction is becoming increasingly common in undergraduate and graduate nursing programs. Strategies that will enhance the web-based learning experience are essential to the success of web-based nursing education.
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Sigma Theta Tau International
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