title: Preferred Methods of Learning for Nursing Students in an On-Line Degree Program.
abstract: Investigators have demonstrated that on-line courses result in effective learning outcomes, but limited information has been published related to preferred teaching strategies. Delivery of on-line courses requires various teaching methods to facilitate interaction between students, content, and technology. The purposes of this study were to understand student teaching/learning preferences in on-line courses to include (a) differences in preferred teaching/learning methods for on-line nursing students across generations and (b) which teaching strategies students found to be most engaging and effective. Participants were recruited from 2 accredited, private school nursing programs (N=944) that admit students from across the United States and deliver courses on-line. Participants provided implied consent, and 217 (23%) students completed the on-line survey. Thirty-two percent of the students were from the Baby Boomer generation (1946-1964), 48% from Generation X (1965-1980), and 20% from the Millennial Generation (born after 1980). The preferred teaching/learning methods for students were videos or narrated PowerPoint presentations, followed by synchronous Adobe Connect educations sessions, assigned journal article reading, and e-mail dialog with the instructor. The top 2 methods identified by participants as the most energizing/engaging and most effective for learning were videos or narrated PowerPoint presentations and case studies. The teaching/learning method least preferred by participants and that was the least energizing/engaging was group collaborative projects with other students; the method that was the least effective for learning was wikis. Baby Boomers and Generation X participants had a significantly greater preference for discussion board (P<.0167) than millennial students. Millennial students also had a greater preference for simulation than did Baby Boomer and Generation X students and rated on-line games as significantly more energizing/engaging and more effective for learning (P<.0167) than did Baby Boomer and Generation X students. In conclusion, the results of this study demonstrate that there are distinct student preferences and generational differences in preferred teaching/learning methods for on-line students. Faculty need to incorporate various teaching methodologies within on-line courses to include both synchronous and asynchronous activities and interactive and passive methodologies.
authors.affiliation: Academic Coordinator, Population and Organizational Systems and MSN to DNP Programs and Assistant Professor at the University of Kentucky College of Nursing, KY.. Electronic address: dhamp0@email.uky.edu.
authors.forename: Debra
authors.initials: D
authors.lastname: Hampton
authors.affiliation: Interim Director, School of Nursing and Associate Professor, Loyola University New Orleans, LA.
authors.forename: Patricia F
authors.initials: PF
authors.lastname: Pearce
authors.affiliation: Director of the Office for Faculty Collaboration and Scholarship and Professor and Linda C. Gill Chair of Cardiovascular Nursing, University of Kentucky, KY.
authors.forename: Debra K
authors.initials: DK
authors.lastname: Moser
mesh_terms: D000328:Adult; D020375:Education, Distance; D004521:Educational Measurement / Q000379:methods; D005260:Female; D006801:Humans; D020407:Internet; D007858:Learning; D008297:Male; D008875:Middle Aged; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching
keywords: Learning preferences; On-line instruction; Teaching/Learning methodologies