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Student Experiences in Web-based Nursing Courses: Benchmarking Best Practices
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Kendra Seiler
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October 16, 2004
The purpose of this study, part of a larger benchmarking study, is to seek to confirm benchmarks for best practices for teaching and learning in web-based courses. Six hundred thirty-one responses to two open-ended questions from a survey of nursing students in undergraduate and graduate nursing programs at five participating schools were analyzed to understand the student experience and confirm the predetermined benchmarks. Using qualitative description, responses were analyzed using content analysis precedures. Students provided rich descriptions of the study benchmarks such as use of technology, active learning, feedback, respect for diversity, interaction with faculty and peers, convenience, access, professionalism, preference for face-to-face interaction, connectedness, and orientation to technology use. The students also identified additional student support variables such as the need for information about the course, orientation to using technology, and the importance of learning resources that should be considered as additional benchmarks for best practices in web-based courses.
Published Online: 2004-10-16
©2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston
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Keywords for this article
benchmarks;
best practices;
qualitative description;
web-based courses;
student support
Articles in the same Issue
- Editorial
- Editorial for Volume 1, Issue 1
- Article
- Using Active Learning in Lecture: Best of "Both Worlds"
- How Different Can You Be and Still Survive? Homogeneity and Difference in Clinical Nursing Education
- Planning for Assessment of Student Learning Outcomes: A Process within Your Grasp
- Nursing Students' Perceptions of Hospital Learning Environments - an Australian Perspective
- Reflections on Undergraduate Nursing Education: A Look to the Future
- Cultural Competency Education in American Nursing Programs and the Approach of One School of Nursing
- A Case Study: The Clinical Application of Quadrangular Dialogue-A Caring in Nursing Teaching Model
- The Tyranny of Consensus: Implications for Nursing Education
- Exploring the Attributes of Critical Thinking: A Conceptual Basis
- Beyond Student Ratings: Peer Observation of Classroom and Clinical Teaching
- Finding the Way: A Model for Educational System Analysis
- Recreational Music-making: An Integrative Group Intervention for Reducing Burnout and Improving Mood States in First Year Associate Degree Nursing Students: Insights and Economic Impact
- Evaluation Framework for Nursing Education Programs: Application of the CIPP Model
- Building Communities of Scholars through a Hologogy for Online Graduate Nursing Education: Reconnecting with the Wisdom of Nursing
- Systematic Reviews of Health Care Interventions: An Essential Component of Health Sciences Graduate Programs
- A Study Abroad Experience in Guatemala: Learning First-Hand about Health, Education, and Social Welfare in a Low-Resource Country
- Using Standardized Patients to Teach and Evaluate Nurse Practitioner Students on Cultural Competency
- Outcomes of Master's Education in Nursing
- Creating Cohesion Between the Discipline and Practice of Nursing Using Problem Based Learning
- Student Experiences in Web-based Nursing Courses: Benchmarking Best Practices
- The Meaning of Participation in an International Service Experience Among Baccalaureate Nursing Students
- The Impact of an Urban Outreach Teaching Project: Developing Cultural Competence
- Use of a Human Simulator for Undergraduate Nurse Education
- Meeting the At-Risk Challenge: Empowering Nursing Students Through Mentoring
- Philippine Academic Visit: Brief but Life-Changing
- Interim Leadership in an Era of Change
- Developing Nursing Leaders Through Graduate Education in Pakistan
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- Reader Commends Banister and Schreiber, Authors of The Tyranny of Consensus: Implications for Nursing Education
