Journal of Pediatric Nursing (2014) 29, 184–186

TECHNOLOGY DEPARTMENT Editor: Karen Goldschmidt MSN, RN

Karen Goldschmidt MSN, RN

Massive Open Online Courses in Nursing Education Karen Goldschmidt MSN, RN ⁎, Jane Greene-Ryan PhD, CNM Drexel University

UNIVERSITIES ARE NOW offering massive open online courses (MOOCs), which have been called a “disruptive innovation” in higher education (Martin, 2012; Miller, 2012). MOOCs have been offered in business, education, engineering, genetics, health informatics, math, medicine, pharmacology, public health, and physiology (Bellack, 2013; New York Times, 2012). To date research measuring the outcomes of MOOCs is scarce; however, early evidence demonstrates the benefits that MOOCs have for introducing students to the online learning environment (Babson Research Group, 2012), an idea which formed Drexel's College of Nursing and Health Profession's (CNHP) mini MOOC initiative. This article provides a course overview, pilot data, and suggestions for further research.

These stresses are further exaggerated among mature, nontraditional RNs already fearful of returning to school after a long educational hiatus. Our mini MOOC, Gateway to Online Learning, was designed to increase Our mini-MOOC, access for hesitant RN students, Gateway to Online decrease novice online learner risk, Learning, was deand realize a high return on investsigned to increase ment for the college (Goldschmidt access for hesitant & Greene-Ryan, 2013).

Why RNs are Learning Online

RN-to-BSN students, non-traditional learners with competing life priorities, are more likely to enroll part-time, less likely to take face-to-face courses and frequently need extra support (Cornelius & Smith Glasgow, 2007; Merrill, Reinckens, Yarborough & Robinson, 2006). Although enrollment of students in online programs is rising, attrition rates are six to seven times higher than face-to-face courses (Patterson & McFadden, 2009). We began wondering if our students' attrition was attributable to lack of technological skills as well as inadequate preparation for college-level writing and in 2009 launched a new course: Introduction to Online Learning a 3-credit/non-credit course required of all firstquarter Drexel RN-to-BSN students. Prior to this course retention rates were 50%; requiring it increased retention to 75% within the first year. Our Introduction course comprises five online modules. Module 1: skills needed to learn online (Blackboard,

Many students pursuing degrees in professional fields enroll in online courses (Chen, Lambert, & Guidry, 2010), a move embraced by RN-to-BSN students as a flexible, cost effective option allowing full-time employment (Smith, Passmore, & Faught, 2009). Of the 646 RN-to-BSN programs currently available, 400 are offered partially or completely online (American Association of Colleges of Nursing [AACN], 2012). Learning skills necessary to engage in online courses can be stressful but also adds to RN technological competencies (Institute of Medicine [IOM], 2011; Kozlowski, 2004).

⁎ Corresponding author: Karen Goldschmidt MSN, RN. E-mail address: [email protected]. 0882-5963/$ – see front matter © 2014 Elsevier Inc. All rights reserved. http://dx.doi.org/10.1016/j.pedn.2013.12.001

Introduction to Online Learning: Tools for Success

RN students, decrease novice online learner risk, and realize a high return on investment for the college.

Massive Open Online Courses discussion boards, and Blackboard® Wimba). Module 2: online library resources. Module 3: shifting from passive to active learning. Modules 4 and 5: synthesis of work from previous modules into a 5-paragraph essay. Our goal was to help the students gain a strong online foundation.

Beginning the Mini MOOC In the fall term 2012, a local chief nursing officer (CNO) suggested we begin offering scholarships to area RNs so that they could try online learning. Our dean offered a total of 25 scholarships to 5 hospital CNOs incentivizing RNs to pursue a BSN. If the student successfully completed our Introduction course, 3 credits would be listed on the student's transcript, a unique opportunity for RNs to try online learning prior to matriculation; this became our mini MOOC initiative.

185 commitments.” Another expressed “The work itself could have been done in about 7 to 8 weeks, however, I found that I spent most of my time consumed in learning how to utilize technical skills.” “I was afraid but you were there for me” captures students' perceptions of course resources. Multiple resources were available, including technological support, podcasts, links to on-line journals, and an on-line writing center. To our surprise the most frequently cited resource was faculty support as they learned to navigate a new environment. Students commented “Thank you [professor] for a good experience. I am no longer afraid to continue my education” and “I appreciate [professor's] encouragement. I would not have even started if he hadn’t been so helpful.” However problems were also encountered “I had problems with Wimba (synchronous conference technology) cutting in and out and loosing (sic) connection but am not sure if that was due to my aged computer.” Another student stated “working full time, taking care of an elderly parent and trying to take this course proved to be a lot of stress.”

Mini MOOC Outcomes Four sections of students (n = 49) completed the course fall and winter (2012–13). Data were analyzed from course discussion boards, anonymous Drexel course evaluations, student evaluations, and student satisfaction surveys. One of the authors taught these students and was immersed in details of their daily lives, through emails, discussion boards and personal phone calls. The data which were analyzed within the context of these relationships were read and re-read until recurrent phrases and themes emerged. Her interpretations were double checked with the other author and discussed until they achieved consensus. The overarching paradigm used was naturalistic inquiry (Lincoln & Guba, 1985). Three themes arose: 1) “We can do it” 2) “Let us decide [about the length of the course] 3) “I was afraid but you were there for me.” “We can do it” expressed the relief and camaraderie students felt upon completion of the course. Students who previously articulated substantial fears about their writing abilities, mastery of APA format, finding peer-reviewed articles and writing a scholarly essay were delighted at mastery of new skills. One student said, “I certainly feel more comfortable working with word [Microsoft Office, Word] and with the APA format. I am not as ‘technically challenged’ as I felt walking into this course.” Another wrote, “Well we made it!! I have taken away from this course a couple of things, confidence to participate in an online class, APA format is no longer a foreign language to me.” “Let us decide” describes students' thoughts about the length of the course. Some felt a shorter time (i.e. 5 weeks) was appropriate while others believed that they needed 10 weeks to juggle complex lives. One student stated, “The length of the class was appropriate [but] time management is critical to completion while maintaining work and family

Challenges and Opportunities MOOCs create access to education, but significant financial and human capital resources are needed institutionally. Our mini MOOC course has increased RN-to-BSN program enrollment and students were eager to take advantage of the scholarship, but when it came to enrolling and paying for further classes interest waned. After receiving rave course reviews, we are puzzled by student reluctance to continue their education. We are examining our miniMOOC, continuing to offer it each term and are tracking student outcomes including persistence.

Summary MOOCs are changing the face of higher education. Online programs provide nurses with access to technologies, networking with other professionals, and opportunities reflect on their practice. The changing climate of online, higher education provides access and flexibility to students balancing work, family, and financial responsibilities. Offering free courses may provide nursing students ambivalent about online learning the chance to experience otherwise unavailable educational opportunities including the chance to earn a BSN degree.

References American Association of Colleges of Nursing (AACN). (2012). Expectations for practice experiences in the RN to baccalaureate curriculum (pp. 1–9).

186 Babson Research Group. (2012). Changing course: Ten years of tracking online education in the United States. Retrieved from. http:// sloanconsortium.org/publications/survey/changing_course_2012. Bellack, J. P. (2013). MOOCs: The future is here. J Nurs Educ, 52, 3–4, http://dx.doi.org/10.3928/01484834-20121227-10. Chen, P. -S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54, 1222–1232, http://dx.doi.org/ 10.1016/j.compedu.2009.11.008. Cornelius, F., & Smith Glasgow, M. E. (2007). The development and infrastructure needs required for success – one college’s model: Online nursing education at Drexel University. TechTrends: Linking Research & Practice to Improve Learning, 51, 32–35, http://dx.doi.org/10.1007/ s11528-007-0091-z. Goldschmidt, K., & Greene-Ryan, J. (2013). A “mini Mooc”: Outcomes of A gateway introductory course for online learners. INTED 2013 Proceedings (pp. 2220–2227). Kozlowski, D. (2004). Factors for consideration in the development and implementation of an online RN-BSN course. Faculty and student perceptions. Computers, informatics, nursing: CIN, 22, 34–43.

K. Goldschmidt, J. Greene-Ryan Institute of Medicine (IOM). (2011). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park: Sage. Martin, N. (2012). MOOCs are massive. Training & Development, 39, 32–33. Merrill, E. B., Reinckens, T., Yarborough, M., & Robinson, V. I. (2006). Retaining and assisting nontraditional nursing students in a baccalaureate nursing program utilizing Blackboard & Tegrity technologies. The ABNF journal: official journal of the Association of Black Nursing Faculty in Higher Education, Inc, 17, 107–110. Miller, T. (December 12). MOOCs break down barriers to knowledge, higher education. Retrieved from. http://www.theaustralian.com.au/ higher-education/opinion/moocs-break-down-barriers-to-knowledge/ story-e6frgcko-1226534770043. Patterson, B., & McFadden, C. (2009). Attrition in online and campus degree programs. Online Journal of Distance Learning Administration, 12. Smith, G. G., Passmore, D., & Faught, T. (2009). The challenges of online nursing education. Internet and Higher Education, 12, 98–103. The New York Times (November 2). The big three, at a glance. Retrieved from. http://www.nytimes.com/2012/11/04/education/edlife/the-bigthree-mooc-providers.html.

Massive open online courses in nursing education.

MOOCs are changing the face of higher education. Online programs provide nurses with access to technologies, networking with other professionals, and ...
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