Home Medicine Online Teaching Efficacy: A Product of Professional Development and Ongoing Support
Article
Licensed
Unlicensed Requires Authentication

Online Teaching Efficacy: A Product of Professional Development and Ongoing Support

  • EMAIL logo and
Published/Copyright: August 22, 2017

Abstract

The purpose of the pilot study was to investigate the perceptions of online teaching efficacy of nursing faculty who teach courses in which 51% or more of the content is offered online. Bandura’s psychological construct of self-efficacy served as the conceptual framework. The research survey was administered to nursing faculty in a state university system located in the southeastern United States of America, plus two private universities. The Michigan Nurse Educator’s Sense of Efficacy for Online Teaching Scale, which contains 32 items that measure how nurse educators judge their current capabilities for teaching online nursing courses, was used to gather data. Overall, the scores reflected that faculty perceived themselves as quite a bit efficacious on a scale that ranged from 1 to 9. As nursing educators received more support in designing and implementing online courses, their efficacy increased. It is critical that faculty are supported on an ongoing basis to increase and develop online teaching skills in order to teach high-quality courses in online programs. Faculty members must also be recognized for their work, time, and commitment required to be effective online educators. The findings of this study revealed those participants who had a number of professional development supports and release time to develop online courses have a greater sense of efficacy.

References

Allen, I. E. & Seaman, J (2015). Grade level: Tracking online education in the United States. Oakland, CA: Babson Survey Research Group and Quahog Research Group, LLC.Search in Google Scholar

Bandura, A (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191‒215. DOI:10.1037/0033-295X.84.2.191.Search in Google Scholar

Bandura, A (1998). Self-efficacy: The exercise of control (6th.). New York, NY: Freeman.Search in Google Scholar

Baran, E. & Correia, A. P (2014). A professional development framework for online teaching. TechTrends, 58(5), 95‒101. DOI:10.1007/s11528-014-0791-0.Search in Google Scholar

Betts, K. & Heaston, A (2014). Build it but will they teach?: Strategies for increasing faculty participation & retention in online & blended education. Online Journal of Distance Learning Administration, 17(2), 2.Search in Google Scholar

Benner, P., Sutphen, M., Leonard, V. & Day, L (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.Search in Google Scholar

Billings, D. M. & Halstead, J. A (2009). Teaching in nursing: A guide for faculty (3rd.). St. Louis: MO: Elsevier Saunders.Search in Google Scholar

Burton, J. P., Bamberry, N. & Harris-Boundy, J (2005). Developing personal teaching efficacy in new teachers in university settings. Academy of Management Learning & Education, 4(2). 160‒173. DOI:10.5465/AMLE.2005.17268563.Search in Google Scholar

Chang, T., Lin, H. & Song, M (2011). University faculty members’ perceptions of their teaching efficacy. Innovations in Education and Teaching International, 48(1). 49‒60. DOI:10.1080/14703297.2010.543770.Search in Google Scholar

Gloudemans, H., Schalk, R., Reynaert, W. & Braeken, J (2012). The development and validation of a five-factor model of sources of self-efficacy in clinical nursing education. Journal of Nursing Education and Practice, 3(3). 80‒87. DOI:10.5430/jnep.v3n3p80.Search in Google Scholar

Guzman, A. & Nussbaum, M (2009). Teaching competencies for technology integration in the classroom. Journal of Computer Assisted Learning, 25(5). 453‒469. DOI:10.1111/j.1365-2729.2009.00322.x.Search in Google Scholar

Hebenstreit, J. J (2012). Nurse educator perceptions of structural empowerment and innovative behavior. Nursing Education Perspectives, 33. 297‒301. DOI:10.5480/1536-5026-33.5.297.Search in Google Scholar

Hoffmann, R. L. & Dudjak, L. A (2012). From onsite to online: Lessons learned from faculty pioneers. Journal of Professional Nursing, 28. 255‒258. DOI:0.1016/j.profnurs.2011 .11.015.10.1016/j.profnurs.2011.11.015Search in Google Scholar PubMed

Holzberger, D., Philipp, A. & Kunter, M (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105. 774‒786. DOI:10.1037/a0032198.Search in Google Scholar

Horvitz, B. S. & Beach, A. L (2011). Professional development to support online teaching. Journal of Faculty Development, 25(2). 24‒32. DOI:10.5430/jnep.v3n3p80.Search in Google Scholar

Johnson, A. E (2008). A nursing faculty’s transition to teaching online. Nursing Education Perspectives, 29(1). 17‒22.Search in Google Scholar

Kenny, R. F., Park, C. L., Van Neste-Kenny, J., Burton, P. & Qayyum, A (2012). Using self-efficacy to assess the readiness of nursing educators and students for mobile learning. International Review of Research in Open & Distance Learning, 13. 277‒296. DOI:10.19173/irrodl.v13i3.1221.Search in Google Scholar

Koehler, M. J., Mishra, P. & Cain, W (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3). 13‒19.10.1177/002205741319300303Search in Google Scholar

Liang, J. & Wu, S (2010). Nurses’ motivations for web‐based learning and the role of internet self‐efficacy. Innovations in Education and Teaching International, 47(1). 25‒37. DOI:10.1080/14703290903525820.Search in Google Scholar

Lloyd, S. A., Byrne, M. M. & McCoy, T. S (2012). Faculty-perceived barriers of online education. Journal of Online Learning and Teaching, 8(1). 1‒12.Search in Google Scholar

McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J. & Lundeberg, M. A (2013). Virtual professional learning communities: Teachers’ perceptions of virtual versus face-to-face professional development. Journal of Science Education and Technology, 22(3). 267‒277 DOI:10.1007/s10956-012-9391-y.Search in Google Scholar

Moore, J. C (2011). A synthesis of Sloan-c effective practices. Journal of Asynchronous Learning Networks, 16(1). 91‒115.10.24059/olj.v13i4.1649Search in Google Scholar

National League for Nursing. (2009). Nurse educator demographics. Retrieved from http://www.nln.org/newsroom/nursing-education-statistics/nurse-educator-demographics.Search in Google Scholar

Petit Dit Dariel, O., Wharrad, H. & Windle, R (2013). Exploring the underlying factors influencing e-learning adoption in nurse education. Journal of Advanced Nursing, 69. 1298‒1300. DOI:10.1111/j.1365-2648.2012.06120.x.Search in Google Scholar PubMed

Pollacia, L. & McCallister, T (2009). Using Web 2.0 technologies to meet quality matters (QM) requirements. Journal of Information Systems Education, 20(2). 155‒164.Search in Google Scholar

Robinia, K. A. Online teaching self-efficacy of nurse faculty teaching in public, accredited nursing programs in the state of Michigan (Unpublished doctoral dissertation) 2008 Retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1813&context=dissertations.Search in Google Scholar

Robinia, K. A. & Anderson, M. L (2010). Online teaching efficacy of nurse faculty. Journal of Professional Nursing, 26. 168‒175. DOI:10.1016/j.profnurs.2010.02.006.Search in Google Scholar PubMed

Shepherd, C., Albert, M. & Koeller, M (2008). Increasing the efficacy of educators teaching online. International Journal of Social Sciences, 2. 173‒179.Search in Google Scholar

Sword, T. S (2012). The transition to online teaching as experienced by nurse educators. Nursing Education Perspectives, 33. 269‒271. DOI:10.5480/1536-5026-33.4.269.Search in Google Scholar PubMed

Thomas, C. & Mackey, E (2012). Influence of a clinical simulation elective on baccalaureate nursing student clinical confidence. Journal of Nursing Education, 51. 236‒239. DOI:10.3928/01484834-20120224-03.Search in Google Scholar PubMed

Valiga, T. M (2012). Nursing education trends: Future implications and predictions. Nursing Clinics of North America, 47. 423‒434. DOI:10.1016/j.cnur.2012.07.007.Search in Google Scholar PubMed

Wright, J. M. (2010). Retrieved from. Distance learning administration annual conference proceedings Effect of quality matters training on faculty’s online self-efficacy. http://works.bepress.com/cgi/viewcontent.cgi?article=1002&context=jim_wright.Search in Google Scholar

Received: 2016-5-29
Revised: 2017-7-29
Accepted: 2017-7-31
Published Online: 2017-8-22

© 2017 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Crazy Making: The Institutional Relations of Undergraduate Nursing in the Reproduction of Biomedical Psychiatry
  2. The Transition from Military Nurse to Nurse Faculty: A Descriptive Study
  3. Effects of Classical Background Music on Stress, Anxiety, and Knowledge of Filipino Baccalaureate Nursing Students
  4. Integrating Evidence-Based Practice into a Lebanese Nursing Baccalaureate Program: Challenges and Successes
  5. Transforming Nursing Education: Fostering Student Development towards Self-Authorship
  6. Making it Work – A BSN Faculty’s Process of Curriculum Redesign
  7. Online Teaching Efficacy: A Product of Professional Development and Ongoing Support
  8. Perspectives from Academic Leaders of the Nursing Faculty Shortage in Canada
  9. Nursing Students’ and Faculty Members’ Experiences of Comfort during Transition to Context-Based Learning
  10. Contested Practice: Political Activism in Nursing and Implications for Nursing Education
  11. Argumentation: A Methodology to Facilitate Critical Thinking
  12. The Relationship Between Levels of Fidelity in Simulation, Traditional Clinical Experiences and Objectives
  13. Strengthening Distance Nursing Laboratory Courses Through Application of Theoretical Foundations: A Literature Review
  14. An Integrative Review on Standardized Exams as a Predictive Admission Criterion for RN Programs
  15. Student-Directed Video Validation of Psychomotor Skills Performance: A Strategy to Facilitate Deliberate Practice, Peer Review, and Team Skill Sets
  16. Virtual Mentoring Program within an Online Doctoral Nursing Education Program: A Phenomenological Study
  17. Nurse-Environment Interactions in the Development of Cultural Competence
  18. The Applicability of the NCLEX-RN to the Canadian Testing Population: A Review of Regulatory Body Evidence
Downloaded on 27.3.2026 from https://www.degruyterbrill.com/document/doi/10.1515/ijnes-2016-0033/html
Scroll to top button