The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education

Autor/inn/en	Salyers, Vince; Carter, Lorraine; Cairns, Steve; Durrer, Luke
Titel	The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education
Quelle	In: Canadian Journal of University Continuing Education, 40 (2014) 1, (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0318-9090
Schlagwörter	Foreign Countries; Electronic Learning; Online Courses; Scaffolding (Teaching Technique); Instructional Design; Learner Engagement; Case Studies; Adult Education; Adult Students; Nurses; Nursing Education; Mentors; Interaction; Best Practices; Canada + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Case study; Fallstudie; Case Study; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Pflegepädagogik; Interaktion; Kanada
Abstract	This paper reviews the foundational literature of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners--in particular, nurse-learners. The first case study describes the use of a scaffolding model called Introduction, Connect, Apply, Reflect, and Extend (ICARE) in e-learning for nursing education. The second is a reflection on the use of engagement strategies for the purposes of discourse and learning in a different online nursing context. Because nursing educators were among the early adopters of e-learning, they are important mentors to others who are adopting e-learning strategies at this time. Additionally, the paper is a crossroads publication: it reminds the reader of the imperative to review theory and emerging evidence related to e-learning and to bring key findings to the actual practice of e-learning in order to benefit the adult student. This commitment to theory and practice will enable the evolution of e-learning for all learners, including returning adult learners and working professionals. (As Provided).
Anmerkungen	Canadian Association for University Continuing Education. c/o CAUCE Secretariat at Centre for Continuing and Distance Education, 475 Williams Building, 221 Cumberland Avenue North, Saskatoon, SK S7N 1M3, Canada. Tel: 306-966-5582; Fax: 306-966-5590; e-mail: cauce.secretariat@usask.ca; Web site: http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10