Online Teaching: “Are You There, and Do You Care?”

Beth Mastel‐Smith · Jerri L. Post · Pamela K. Lake

59 citations0/0 files storedJournal of Nursing Education

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Online and Blended Learning Innovations in Medical Education Nursing education and management

Abstract

Much of nursing education is moving online, and faculty must learn to deliver content and communicate differently. A hybrid model of concept development provided insight into faculty's perceptions and expressions of online caring presence. Phase one of concept development revealed many related concepts. Phase two involved (a) six qualitative interviews with doctoral-prepared nursing faculty who taught 100% online, and (b) Watson's Ten Caritas Processes were revised for application in online nursing education and used as a guide for course review. Four themes emerged from the interview data: (a) online teaching experiences, (b) similarities and differences between online and face-to-face teaching, (c) online presence, and (d) online caring presence. Course review suggested that faculty promoted helping-trusting-caring relationships and addressed individual learning needs. Phase three integrated findings from phases one and two; a comprehensive definition of online caring presence was developed. Recommendations regarding technology and communication skill acquisition and Caritas Process application are suggested.

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1994Qualitative Data Analysis: An Expanded Sourcebook 1999Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education 2010Developing and Using a Codebook for the Analysis of Interview Data: An Example from a Professional Development Research Project 2002The Relationship of Social Presence and Interaction in Online Classes 2000AN EXPANSION AND ELABORATION OF THE HYBRID MODEL OF CONCEPT DEVELOPMENT 2013Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education 2013Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis 2011Identity presence and knowledge building: Joint emergence in online learning environments?

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