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dc.contributor.authorScott, Barbara.en_US
dc.date.accessioned2009-05-21T12:52:57Z
dc.date.available2009-05-21T12:52:57Z
dc.date.issued2004-05-21T12:52:57Z
dc.identifier.urihttp://hdl.handle.net/10464/1206
dc.description.abstractA qualitative study was conducted to detennine 5 nursing educators' perceptions about the online application of a problem-based learning strategy in undergraduate nursing education. The question asked in the study was: Can the essential elements of face-to-face problem-based learning be supported in an online format? The data for this study came from 2 individual tape-recorded interviews with each of the 5 participants over a 3-month period and from a researchjournaI. The educators felt that student-centered learning and critical thinking could be supported within an online format. However, they noted that challenges could exist in terms of developing tutor roles, fostering student self-direction, facilitating group process and connections, and incorporating a nursing philosophy of online learning. The importance of tailoring an online problem-based learning course to reflect educators' philosophies and values in nursing emerged as an important theme from the interview responses. Overall, the participants suggested that an ideal environment would blend both face-to-face and online elements and that fewer elements would be offered in the first 2 years of the nursing program. They described a hybrid model of problem-based learning in which the online component could be used to support face-to-face sessions.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectProblem-based learning.en_US
dc.subjectNursingen_US
dc.subjectNursingen_US
dc.titleOnline problem-based learning : perceptions of nursing educators /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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