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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: © 2020 |Pages: 21
ISBN13: 9781522598145|ISBN10: 1522598146|EISBN13: 9781522598169
DOI: 10.4018/978-1-5225-9814-5.ch006
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MLA

Passmore, Denise. "Transforming From the Classroom to an Online Nursing Educator: A Transformative Learning Experience for New Online Nursing Faculty." Enriching Collaboration and Communication in Online Learning Communities, edited by Carolyn N. Stevenson and Joanna C. Bauer, IGI Global, 2020, pp. 82-102. https://doi.org/10.4018/978-1-5225-9814-5.ch006

APA

Passmore, D. (2020). Transforming From the Classroom to an Online Nursing Educator: A Transformative Learning Experience for New Online Nursing Faculty. In C. Stevenson & J. Bauer (Eds.), Enriching Collaboration and Communication in Online Learning Communities (pp. 82-102). IGI Global. https://doi.org/10.4018/978-1-5225-9814-5.ch006

Chicago

Passmore, Denise. "Transforming From the Classroom to an Online Nursing Educator: A Transformative Learning Experience for New Online Nursing Faculty." In Enriching Collaboration and Communication in Online Learning Communities, edited by Carolyn N. Stevenson and Joanna C. Bauer, 82-102. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9814-5.ch006

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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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