Abstract:
The number of nursing schools offering classes through the internet continues to
increase greatly. Teaching online presents a challenge for nursing faculty who are not
familiar with online education. Instructors must make a transition from real-time in the
classroom to virtual-time when teaching online. Faculty perceptions may influence
outcomes of online learning. Ryan, Hodson Carlton, and Ali (2005) developed a Model
for Faculty Teaching Online to explain the dimensions of faculty teaching online and
validated the model. Further research is needed to test the model and determine faculty
perceptions of teaching online. The purpose of this study is to determine faculty
perceptions of teaching online based on the Model according to the major dimensions,
including antecedent conditions, context, strategies, and consequences, and further
validate the model. The sample will consist of 20 nursing faculty who teach online in
Baccalaureate Nursing Programs at five mid-west public universities and colleges and
agree to participate in the study. Permission will be obtained from Ball State University.
A questionnaire developed by Ryan et al. (2004) will be used. The study is voluntary and
data will remain anonymous. There are no identified risks to any individual or institution
involved in the study. Findings will provide information for nursing faculty as nursing
courses are redesigned for online delivery.
