Faculty Development and Mentorship Using Selected Online Asynchronous Teaching Strategies

The use of distance learning continues to improve accessibility to nursing education programs, yet online teaching remains an intimidating experience for novice educators. An emerging role in professional faculty development is the online educator, who serves as a mentor for novice faculty. This art...

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Bibliographic Details
Published inThe Journal of continuing education in nursing Vol. 41; no. 12; pp. 549 - 556
Main Author Vitale, Anne T.
Format Journal Article
LanguageEnglish
Published United States SLACK INCORPORATED 01.12.2010
Subjects
College faculty
Communication
Computer User Training - methods
Computer-Assisted Instruction - methods
Cooperative Behavior
Curriculum
Education, Distance - organization & administration
Education, Nursing, Continuing - organization & administration
Educational Environment
Educational Strategies
Faculty Development
Faculty, Nursing
Humans
Internet - organization & administration
Interprofessional Relations
Learner Engagement
Learning Strategies
Mentoring programs
Mentors - education
Mentors - psychology
Nurse's Role
Nursing education
Nursing Informatics - education
Nursing Informatics - organization & administration
Online Courses
Online instruction
Preceptorship - organization & administration
Program Development
Reading Materials
Staff Development - organization & administration
Student Attitudes
Student Experience
Teaching methods
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Summary:The use of distance learning continues to improve accessibility to nursing education programs, yet online teaching remains an intimidating experience for novice educators. An emerging role in professional faculty development is the online educator, who serves as a mentor for novice faculty. This article presents the necessary elements to plan, organize, and manage asynchronous online courses, especially for novice educators and online faculty mentors. Course engagement and faculty-student online communication strategies are explored using examples. Threaded discussion strategies for engaging students in active, collaborative learning are discussed using specific examples. A threaded discussion grading rubric is included. Strategies to sustain interactive learning and evaluate student learning using examples are offered.
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ISSN:0022-0124
1938-2472
DOI:10.3928/00220124-20100802-02