THE INTERFACE OF TECHNOLOGY AND ANDRAGOGY: A CASE STUDY (NURSING EDUCATION, DISTANCE EDUCATION).
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1992
Number of pages: 153
Subjects: Education, Adult and Continuing.; Education, Higher.; Education, Technology.; Health Sciences, Nursing.
Description: This case study, using naturalistic inquiry, followed the process of a graduate level nursing seminar course, Ethical Issues in Health Care, offered over the Interactive TV (ITV) network of the Community College of Maine (CCM), summer of 1991. The literature of adult teaching and learning and evaluative research on distance education undergird the study. The reports of 15 of the 38 students enrolled in the course and their instructor present logical, rational, and consensual results of the investigation. Eleven of the students interviewed, eight at sites alone, received the course via two-way video and one-way video. Four of the 17 students in the origination classroom discussed issues which arose for students taking a seminar which was technologically encumbered. All students interviewed claimed they met the course goals and enjoyed the process.

The reports of the interviewees present a picture of a successful seminar course, in which students learned in depth, applied theory to practice, and made real learning choices, attributes of any effective adult education course. The instructor creatively reconstructed the connections broken by geographical distance employing techniques to reduce fear of the technology and to rebuild the learning community. Students at a distance called in each class period to practice using the technology and to be heard by other students. All students, including distance students, were offered the option of making an oral presentation.

Students believed a skillful professor and a topic of interest held the keys to success. Important attributes of the instructor included a sense of humor, positive regard and acceptance for students, and a theatrical sense of timing. She prepared well and offered clearly outlined options for learning. The course touched students' lives and held their interest.

Broken connections frustrated students. Suggestions to improve connections included changes in camera work, providing students with class rosters, having pictures of distance students, and providing for communication between sites. Students also noted shortcomings of the origination classroom and safety problems at distance sites.
Notes: Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4173.

Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1992.

School code: 0074.