Pedagogy in Practice
Impact of Online Quality and Safety Course on RN-BSN Students' Self-reported QSEN Competencies View Digital Media
Paper Presentation in a Themed Session Jehad Adwan
The purpose of this study is to measure the impact of the didactic content of the quality and safety course on students' learning of the competencies recommended by Quality and Safety Education for Nurses Institute (QSEN.org). QSEN competencies include patient-centered care, Teamwork/communication, Quality Improvement, Safety, and Informatics. The participants were enrolled in my NURS 420 Quality and Safety online class. As part of the course, they take two QSEN competencies assessments. As they completed the assessments they chose whether they consented or not to having their assignment data used for research. Comparing mean scores of pre and post measurements of students' QSEN competencies provided insights into the change in students' self-reported knowledge base. The statistical test that was used is a paired-sample t-test which compared pre and post scores of the same group. Initial findings have shown a statistically significant difference in self-perceived QSEN competencies across all 5 QSEN subscales of patient-centered care, Teamwork/communication, QI, Safety, and Informatics; as well as the total QSEN scores. across all the subscales and total scores the p value was < 0.01. The results suggest that online subject matter can be delivered with effective attainment of course objectives which is measured by student's self-reported competencies before and after the course.
Building Student Engagement and Sense of Belonging: Small Group Discussions in the Online Learning Environment View Digital Media
This paper shares the results of a research study conducted in online higher education courses. The study utilized small groups in online graduate courses to promote student engagement and sense of belonging. Through a survey design, the study determined that the use of small-group discussions in synchronous seminars indicated a positive experience for online students. We share the results of this study which indicate that small group learning opportunities have a positive impact on student engagement and sense of belonging in the online course environment.
Featured Instructional Design Standards for Post-secondary Online Instructional Programs: Response to Title IX Funds Expansion and Continuous Increase of Student Enrollment View Digital Media
Paper Presentation in a Themed Session Danielle Safonte
The number of students enrolled in postsecondary distance education courses has been steadily increasing across all types of institutions. Recently the US Department of Education has expanded the distance education (DE) programs in which Title IV or federal financial aid funds qualify. The students attending these programs are also looking for clear communication and structure, creating a need to examine online course design standards. In addition to identifying various instructional design standard practices used in postsecondary online education programs, this study examines the importance of the support of faculty and institutions to implement successful change. In this paper, the researcher analyzes the practices in Instructional Design of Online Higher Education courses using the methods suggested by Quality Matters (QM), the Virtual Learning Leadership Alliance (VLLA), and the Digital Learning Collaborative (DLC), which provide oversight for the organization National Standards for Quality Online Learning. Additionally, the study examines factors such as professional development, self-efficacy, effective online course design practices, and the course peer review process. In conclusion, through examining the Title IX revisions, the factor of increased enrollment in online postsecondary programs, identifying existing online course design standards, and examining external factors of successful implementation of institutional change, this study concludes a proposal is needed to develop a plan to create nationwide standards for online postsecondary programs that receive student federal financial aid funds.
Paper Presentation in a Themed Session James Hutson
Artificial intelligence (AI) is evolving rapidly and is poised to disrupt traditional models of teaching and learning at all levels. Research has confirmed that the current use of AI in education (AIEd) leads to positive outcomes, though these are often through institutional services in chatbots, learning management systems (LMS), and student information systems (SIS). The use of AI by students in their classroom activities is mostly limited to Computer Science departments. With all the potential benefits that AI and machine learning (ML) may provide students, there remains a general reticence to adopt this technology either due to the misconceptions of rampant academic dishonesty that will result and/or perceptions that faculty will need to retool since their current teaching strategies will be outmoded. The latter is certainly accurate in the sense that students already have unprecedented access to information on demand. A shift is occurring for faculty in postsecondary education from imparting information to facilitating learning in active learning environments. This paper investigates the use of AI in different disciplines, specifically English and Art and Design, and present results and considerations for adoption in how these new, readily available tools should be integrated into curriculum to prepare students for the future instead of denying them training necessary for the future of work.