Transforming From the Classroom to an Online Nursing Educator: A Transformative Learning Experience for New Online Nursing Faculty

Transforming From the Classroom to an Online Nursing Educator: A Transformative Learning Experience for New Online Nursing Faculty

Denise Passmore
Copyright: © 2021 |Pages: 21
DOI: 10.4018/978-1-7998-9161-1.ch005
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Abstract

This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to determine whether participants were able to transform their teaching identity from traditional classroom teacher (sage on the stage) to facilitators of learning. One-on-one interviews were conducted with 16 full-time nursing faculty at four state universities. Findings revealed that most faculty were originally hesitant to teach online and had multiple misconceptions regarding teaching methods and online student communication. With one exception, professional development for online teaching was limited. Most participants described transforming their teaching methods and philosophies as they gained more experience. Results implicate that faculty development should focus not only on educational principles and technology, but also on ways to connect with students and develop course content that helps maintain faculty identities.
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Background

Despite some reluctance on the part of nursing faculty to move to online programs, comparisons between online and face-to-face learning have shown no significant differences in learning outcomes with the exception of highly technical clinical skills (Mccall et al., 2018). Learners and potential learners have come to value the convenience and flexibility of online education enabling them to continue their education regardless of locale or major life disruptions (Toufaily, Zalan, & Lee, 2018). With the inclusion of online courses, students can lower the time to graduation thereby reducing costs and enabling them to seek employment sooner (Galbraith & Mondal, 2018).

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