Literaturnachweis - Detailanzeige
| Autor/in | Shead, Sandra |
|---|---|
| Titel | A Qualitative Study of Online Faculty Experiences with Engaging Culturally Diverse Learners |
| Quelle | (2019), (126 Seiten)
PDF als Volltext D.Ed. Dissertation, Capella University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3921-6855-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Nursing Education; College Faculty; Teaching Methods; Learner Engagement; Student Diversity; Cultural Differences; Online Courses; Access to Education; Academic Persistence; Nursing Students |
| Abstract | This study was conducted to explore the experiences of nursing faculty with implementing specific teaching strategies, techniques, and processes that promote engagement among culturally diverse students in online programs. The diversity of the United States population is not reflected in the healthcare workforce, and this has been cited as a barrier to quality and access to care for underrepresented groups. Therefore, nursing academia has been called to increase the diversity of students in order to promote a workforce that mirrors the changing demographics of the population in the United States. Online degree programs are an effective avenue for recruiting a more diverse student population because of the flexibility and increased access to programs. However, attrition rates are higher in online programs compared to traditional on-campus schools. Learner engagement is viewed as an indicator of quality learning outcomes, including retention and course completion rates. Furthermore, investigators have reported that engagement in learning is influenced by cultural background. The literature identified a need to explore the experiences of online nursing instructors with promoting engagement among culturally diverse students. There was a gap in knowledge regarding the experiences of nursing faculty members with promoting engagement in online learning among culturally diverse students. Therefore, the research question was: What specific teaching strategies, techniques, and processes have nurse educators found most useful in their attempts to promote engagement for culturally diverse baccalaureate nursing students? A basic qualitative study was used to answer the research question. A sample of 11 participants was recruited from online nursing schools across the country. Participants were interviewed and data was analyzed using the constant comparative method. The following themes emerged from the data: understanding of cultural diversity, development of awareness of cultural diversity, role of personal experience, effective teaching practices inhibiting teaching practices, and no difference in teaching strategies. The findings of this study supported the need for nursing faculty to be aware of cultural differences and how they may influence learner engagement with different teaching strategies in online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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