This New House: Building Knowledge Through Online Learning
The purpose of this study was to understand from baccalaureate-degree nursing students the experience of virtual learning in nursing and to understand how online education enhanced and detracted from learning. Three in-depth, focus-group interviews were conducted with a total of 27 baccalaureate nursing students. Hermeneutic phenomenology was employed to analyze the narrative data. Seven themes were identified from the data. The first theme was “making the framework”: (1) providing flexibility; (2) enabling students through observing, guiding, and modeling; (3) faculty as facilitators; and (4) questioning as method. The second theme was “building incredible dialogue”: (1) having great discussions, (2) sharing ideas/knowledge, and (3) not being inhibited. The third theme was “critical thinking—the 3-D effect”: (1) sitting with the words, (2) using references/research, (3) seeing a variety of perspectives, (4) critiquing self and others, and (5) using selective language. The fourth theme was “personal and professional growth”: (1) being connected, (2) feeling valued and respected, and (3) having intimate relationships. The fifth theme, representing the outcomes for online courses, was “more comprehensive learning”: (1) deeper understanding and (2) better retention of knowledge. The sixth theme was “being overwhelmed”, and the seventh theme was “being frustrated”. As a result of this study, an understanding of the phenomenon of online learning was developed. The findings provide direction for future development of the pedagogy of distance learning.
Journal of Professional Nursing
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