Student Perceptions of Faculty Presence and Caring in Accelerated Online Courses

Autor/inn/en	Zajac, Lynne K.; Lane, Adrianne J.
Titel	Student Perceptions of Faculty Presence and Caring in Accelerated Online Courses
Quelle	In: Quarterly Review of Distance Education, 21 (2021) 2, S.67-78 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	Student Attitudes; Graduate Students; Undergraduate Students; Nursing Students; Nursing Education; Teacher Student Relationship; Caring; Empathy; Feedback (Response); Communication Skills; Online Courses; Acceleration (Education); Program Length; College Faculty + Suchen Sie Ihr Suchwort? Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Pflegepädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Empathie; Kommunikationsstil; Online course; Online-Kurs; Acceleration; Beschleunigung; Fakultät
Abstract	Current research in online pedagogy reveals that students persist and are more sucessful when faculty exhibit caring behaviors and demonstrate social presence (Gazza & Hunker, 2014). Faculty presence and caring behaviors pose a challenge in online educational settings due to lack of face to face interaction; faculty teaching accelerated online courses of 8 weeks or less may face additional obstacles due to the shortened time frame. This article presents findings of post licensure nursing students' perceptions of faculty presence and caring behaviors in accelerated online nursing courses. The study findings informed the establishment of recommendations with strategies for implementation to enhance online faculty social presence and caring behaviors for instructors who teach in accelerated online courses. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01