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Nursing faculty's training in instru...

Capella University., School of Education.

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Nursing faculty's training in instructional design for online course development.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Nursing faculty's training in instructional design for online course development./
Author:	Elkind, Elizabeth C.
Description:	143 p.
Notes:	Adviser: Molly Lane.
Contained By:	Dissertation Abstracts International69-07A.
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3315956
ISBN:	9780549682400

Nursing faculty's training in instructional design for online course development.
Elkind, Elizabeth C.

Nursing faculty's training in instructional design for online course development. - 143 p.

Adviser: Molly Lane.

Thesis (Ph.D.)--Capella University, 2008.

Little is known about the phenomenon of nursing faculty training in instructional design for online course development. As more and more nursing faculty are designing online courses, it is critical to know the instructional design competencies that are being emphasized in the faculty training. The research questions that guided the study were: (a) What is the nature and emphasis of training for nursing faculty related to instructional design for online course development? (b) What instructional design theories or models are built into the nursing faculty's training? A mixed methodology research design was used for this study. The researcher used a web-based survey tool and a telephone interview to gain insights of nursing faculty training related to instructional design. A purposeful sampling method yielded a sample size for the web-based survey of nine schools of nursing with online RN-BSN and MSN programs and eight for the telephone interviews. Descriptive statistics were presented from the web-based survey. Phenomenological analysis was performed with data gathered through the telephone interviews with eight school representatives, who were knowledgeable about instructional design practices and the nursing faculty development. The survey results indicated that very few of the instructional design competencies were incorporated into the nursing faculty's training for designing online instruction. Of the International Board of Standard for Training, Performance and Instruction (2000) 23 instructional design competencies, 7 (30.4%) were selected repeatedly in the survey results. Three themes were identified from the participants' descriptions and interpretations: no instructional design requirements, narrow instructional design requirements, and customized models with limited instructional design elements. As nursing schools continue with online course development, faculty training in instructional design must become a critical component to better prepare faculty to design online courses. Nursing leadership must recognize and invest in their faculty and online courses to ensure professional development, competent faculty, and learning outcomes. This requires administration and leadership to promote and support faculty training in instructional design for online course development. The expansion of faculty competencies to reflect instructional design in the online learning environment and nursing faculty's academic portfolio is vital.

ISBN: 9780549682400Subjects--Topical Terms:

1018012
Education, Technology of.

Nursing faculty's training in instructional design for online course development.
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020 $a 9780549682400
035 $a (UMI)AAI3315956
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040 $a UMI $c UMI
100 1 $a Elkind, Elizabeth C. $3 1026157
245 1 0 $a Nursing faculty's training in instructional design for online course development.
300 $a 143 p.
500 $a Adviser: Molly Lane.
500 $a Includes supplementary digital materials.
500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2680.
502 $a Thesis (Ph.D.)--Capella University, 2008.
520 $a Little is known about the phenomenon of nursing faculty training in instructional design for online course development. As more and more nursing faculty are designing online courses, it is critical to know the instructional design competencies that are being emphasized in the faculty training. The research questions that guided the study were: (a) What is the nature and emphasis of training for nursing faculty related to instructional design for online course development? (b) What instructional design theories or models are built into the nursing faculty's training? A mixed methodology research design was used for this study. The researcher used a web-based survey tool and a telephone interview to gain insights of nursing faculty training related to instructional design. A purposeful sampling method yielded a sample size for the web-based survey of nine schools of nursing with online RN-BSN and MSN programs and eight for the telephone interviews. Descriptive statistics were presented from the web-based survey. Phenomenological analysis was performed with data gathered through the telephone interviews with eight school representatives, who were knowledgeable about instructional design practices and the nursing faculty development. The survey results indicated that very few of the instructional design competencies were incorporated into the nursing faculty's training for designing online instruction. Of the International Board of Standard for Training, Performance and Instruction (2000) 23 instructional design competencies, 7 (30.4%) were selected repeatedly in the survey results. Three themes were identified from the participants' descriptions and interpretations: no instructional design requirements, narrow instructional design requirements, and customized models with limited instructional design elements. As nursing schools continue with online course development, faculty training in instructional design must become a critical component to better prepare faculty to design online courses. Nursing leadership must recognize and invest in their faculty and online courses to ensure professional development, competent faculty, and learning outcomes. This requires administration and leadership to promote and support faculty training in instructional design for online course development. The expansion of faculty competencies to reflect instructional design in the online learning environment and nursing faculty's academic portfolio is vital.
590 $a School code: 1351.
650 4 $a Education, Technology of. $3 1018012
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 69-07A.
790 $a 1351
790 1 0 $a Irlbeck, Sonja $e committee member
790 1 0 $a Lane, Molly, $e advisor
790 1 0 $a Synder, Leone $e committee member
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3315956