Abstract
Advancement in technology and the World Wide Web have allowed student learning capabilities to expand to unexpected horizons. The majority of today's younger students are computer literate; therefore, new styles of teaching and learning are rapidly developing. Online education is in demand, and universities are rushing into the competitive e-learning marketplace for students. Currently, 6000 accredited college courses are offered online, and 84% of 4-year universities are predicted to offer online courses by 2002. Faculty are expected to expand their teaching styles to include teaching online courses. It is estimated that only 10% to 15% of universities have avoided online programs. Some faculty resist this teaching strategy because of problems encountered when teaching online. Few articles address issues to overcome problems in online education in the nursing literature. This article provides tips on getting a course up and running using the acronym COMMUNICATION. Faculty can use these recommendations to assist them in the development of their online courses.
Advancement in technology and the World Wide Web have allowed student learning capabilities to expand to unexpected horizons. The majority of today's students are computer literate; therefore, new styles of teaching and learning are rapidly developing. Faculty no longer have to come to campus to teach in the traditional classroom setting; some faculty teach virtual classes from their homes. Potential nursing students are making more requests to have courses offered via online learning. By 2002, 2.2 million college students will be taking online courses, compared with 710,000 in 1998.1 Qualified and intelligent students are choosing universities and colleges that provide flexibility in learning opportunities, such as online courses; some schools even offer complete programs online.2 Competition among and survival of universities are forcing programs to meet the requests of these students.
A continuing debate in education exists concerning the effectiveness of online learning. Online learning methods are resisted by educators who do not believe online learning is as effective as the traditional classroom setting. Despite research that indicates no significance difference in learning outcomes, the debate continues.3,4 There is a misconception that faculty can easily transition from classroom to online teaching. Faculty must be willing to continue their own education in online teaching to meet the needs of today's student. A smooth transition for faculty from classroom teaching to online learning is essential for success. This article assists faculty who are new to teaching online.