TY - JOUR
T1 - Resolving bottlenecks
T2 - Converting three high-enrollment nursing courses to an online format
AU - Chen, Kenzen
AU - Anderson, Jeff
AU - Hannah, Elizabeth Lyon
AU - Bauer, Christine
AU - Provant-Robishaw, Corinna
PY - 2015/7/1
Y1 - 2015/7/1
N2 - Background: Converting large undergraduate classes from the classroom to online has been an effective way to increase enrollments in high-demand courses in undergraduate education. However, challenges exist to maintaining students’ high-quality learning interaction and engagement in large online courses. This article presents a collaborative model between faculty in health sciences and instructional designers to redesign and redevelop three high-enrollment courses to online at Boise State University. Method: Health studies course faculty and eCampus instructional designers conducted this study to reflect the collaborative online course development process at Boise State. Results: The offering of high-enrollment nursing courses met enrollment demand and maintained student retention. Challenges related to instruction were addressed by using a careful course redesign process and continuous improvement. Conclusion: Implications of this educational innovation for health science educators, instructional designers, and lessons learned are provided.
AB - Background: Converting large undergraduate classes from the classroom to online has been an effective way to increase enrollments in high-demand courses in undergraduate education. However, challenges exist to maintaining students’ high-quality learning interaction and engagement in large online courses. This article presents a collaborative model between faculty in health sciences and instructional designers to redesign and redevelop three high-enrollment courses to online at Boise State University. Method: Health studies course faculty and eCampus instructional designers conducted this study to reflect the collaborative online course development process at Boise State. Results: The offering of high-enrollment nursing courses met enrollment demand and maintained student retention. Challenges related to instruction were addressed by using a careful course redesign process and continuous improvement. Conclusion: Implications of this educational innovation for health science educators, instructional designers, and lessons learned are provided.
UR - http://www.scopus.com/inward/record.url?scp=84947050025&partnerID=8YFLogxK
U2 - 10.3928/01484834-20150617-09
DO - 10.3928/01484834-20150617-09
M3 - Article
C2 - 26155034
AN - SCOPUS:84947050025
VL - 54
SP - 404
EP - 408
JO - Journal of Nursing Education
JF - Journal of Nursing Education
SN - 0148-4834
IS - 7
ER -