Graduate students' perceptions of online teaching and relationship to preferred learning styles

MedSurg Nursing, Dec, 2005 by Arleen Fearing, Marguerite Riley

In summary, this selected literature review demonstrates that the use of distance technologies, such as Web-based courses, can result in positive student perceptions, high satisfaction, and achievement of learning outcomes (Ali et al., 2004; DeBourgh, 2003; Wilhelm et al., 2003). Studies comparing traditional classes and online or distance formats found no difference in the students' achievements; students rated online instructors lower but indicated that they would take additional online courses (Anderson & Mercer, 2004; Bata-Jones & Avery, 2004; Kearns et al., 2004). A relationship between students' preferred learning styles and students' perceptions of course faculty and online format has not been shown conclusively (Andrusyszyn et al., 2001; Yoder, 1994). With the rapid increase in online course presentation, other technological improvements, and the desire of rising numbers of students, especially those nontraditional students who must contend with jobs and families, more studies are needed to investigate the relationships and perceptions involved in seeking the best method to provide quality teaching-learning opportunities. Therefore, the purpose of this study was to examine students' learning styles; their perceptions of six online nurse educator courses, the faculty, and the asynchronous format; and their overall perceptions of online teaching and learning.

Methods

Design. This nonexperimental, descriptive study examined the students' preferred learning styles; perceptions of six online nurse educator courses, the faculty, and the asynchronous format; and their overall perceptions of online teaching. The asynchronous format in general allowed the students to study, complete assignments, and interact with other course students and faculty via the Internet, without regard to time constraints experienced by traditional face-to-face courses or a synchronous format where class members all meet at a specified time online in a chat room or discussion board (O'Neil, Fisher, & Newbold, 2004).

Setting and sample. A convenience sample of 28 nurse educator graduate students was obtained from a midwest university school of nursing. All participants in the study were female and working at least part-time while completing the program. Their ages ranged from 25 to 53 years with a mean age of 40.6 years; 27 of the subjects were enrolled as part-time students and one student was taking the program on a full-time basis. Table 1 provides a summary of other characteristics of the study sample. Approval was obtained from the university Institutional Review Board. Student participants received an explanatory letter that described the study, risks, and benefits at the face-to-face course orientation. Completion of the learning style survey implied consent. All responses in the study were anonymous.

Survey instruments. The seven-item Demographic Survey was developed by the researchers to obtain general characteristics of the sample and self-assessment of their computer use ability. Computer use ability was an important factor because all courses, except the teaching practicum, included in this study were delivered totally online. The teaching practicum course had an online component but students' actual practicum hours were spent teaching under the supervision of a nurse educator preceptor.