Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Connected Classroom
April 7-9, 2002
Successful Conversion of a Classroom Program to an Internet Program
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By: Patricia Edwards-Schafer, Cheryl Schmidt, Richard Smith, Jo Ann Smith, Cheryl Stotts |
Abstract
In 1999, the UAMS College of Nursing received a 5-year grant to convert our RN to BSN program to the web. At the completion of the first year, all theory courses (6) were offered online. Principles of adult education are emphasized and implemented in all courses. Meetings are held monthly with web-based faculty to discuss how to manage the electronic classroom. Ongoing, extensive evaluations are a constant thread. Student evaluations have been very positive.
Description
The presentation will include a brief description of the Arkansas Web-based Rural BSN Completion Program (AW-BRBCP) grant, the need for the project and the projected outcomes of the project. How the project has served as a springboard for increasing the number of RNs with the leadership skills and clinical knowledge needed throughout rural Arkansas will be included in the presentation.
How faculty became skilled in the development and implementation of the web-based BSN completion program will be discussed. This will include information regarding on-going instruction in development of courses and support given to faculty for management of courses. The presentation will present ideas on how to manage the electronic classroom by showing ways to apply adult education principles to web-based courses. Also included will be ways to reduce anxiety and frustration teaching online such as the following: how to manage assignments, lead discussions, effectively use e-mail, produce online quizzes and exams, and other "E" tricks that will make life easier. We will discuss how we were able to achieve almost 100% participation each week in the discussion areas. Ways to enhance student learning through "extra" point stimulation will be presented.
The value of technological and administrative support will be included. Comparison to F2F student participation and outcomes to online participation and outcomes will be examined. Beginning steps on how to develop and implement a clinical component of online education will be discussed. Student evaluations of online courses will be presented as important components of the course revision process.
Proceeding