Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided group discussion. Participants (n = 11) included nurse educators from an online university with an average of 15 years of experience teaching in nursing academia and 6 years in an online environment. Teaching effectiveness, indicators of quality, and student success were three categories that emerged from the analysis of data. What materialized from the analysis was an overarching concept of a "dance" that occurs in the online environment. Effective online teachers facilitate, connect, lead, and work in synchrony with students to obtain indicators of quality such as student success, student improvement over time, and student application of knowledge to the professional role.

/pdf/faculty-perceptions-of-online-teaching-effectiveness-and-3qxr7nml01.pdf

Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

This article introduces algorithmic bias in machine learning (ML) based marketing models. Although the dramatic growth of algorithmic decision making continues to gain momentum in marketing, research in this stream is still inadequate despite the devastating, asymmetric and oppressive impacts of algorithmic bias on various customer groups. To fill this void, this study presents a framework identifying the sources of algorithmic bias in marketing, drawing on the microfoundations of dynamic capability. Using a systematic literature review and in-depth interviews of ML professionals, the findings of the study show three primary dimensions (i.e., design bias, contextual bias and application bias) and ten corresponding subdimensions (model, data, method, cultural, social, personal, product, price, place and promotion). Synthesizing diverse perspectives using both theories and practices, we propose a framework to build a dynamic algorithm management capability to tackle algorithmic bias in ML-based marketing decision making. 

Algorithmic bias in machine learning-based marketing models

Nurses in Canada face diverse challenges to their ongoing educational pursuits. As a result, they have been early adopters of courses and programs based on distance education principles and, in particular, online learning models. In the study described in this paper, nurses studying at two northern universities, in programs involving online learning, were interviewed about their learning experiences and the impact of these experiences on their practice. The study led to insights into the factors affecting teaching and learning in distance settings; the complex work-life-study roles experienced by some nurses; life and work realities in northern settings; and the sustained importance of access enabled by online learning approaches. Au Canada, le personnel infirmier fait face a divers defis relatifs a l’education permanente. Les infirmiers et infirmieres ont donc ete parmi les premiers a adopter les cours et programmes appuyant les principes de l’education a distance et, en particulier, les modeles d’apprentissage en ligne. Dans l’etude que decrit cet article, le personnel infirmier etudiant dans deux universites du nord de l’Ontario, dans des programmes utilisant l’apprentissage en ligne, a ete interviewe au sujet de ses experiences d’apprentissage et de l’incidence que celui-ci a eu sur la pratique des soins infirmiers. L’etude a permis de mieux comprendre les facteurs qui affectent l’enseignement et l’apprentissage a distance, les roles complexes que jouent certains infirmiers et infirmieres dans leur travail-vie-formation, les realites de la vie et du travail dans les contextes nordiques et l’importance durable de l’acces que permettent les approches d’enseignement en ligne.

/pdf/perceptions-of-the-impact-of-online-learning-as-a-distance-4x9lxnmew4.pdf

Perceptions of the Impact of Online Learning as a Distance-based Learning Model on the Professional Practices of Working Nurses in Northern Ontario Perceptions de l'impact de l'apprentissage en ligne comme modèle d'apprentissage à distance sur les pratiques professionnelles du personnel infirmier du nord de l'Ontario

This study examined and compared attitudes of both students and instructors, motivated by an interest in improving the development and delivery of online oral communication learning (OOCL). Few studies have compared student and instructor attitudes toward learning technologies, and no known studies have conducted item response theory (IRT) analyses on these factors. Two independent and anonymous surveys resulted in 255 participants (124 university students, and 131 instructors). Exploratory factor analyses produced final item sets and a two-factor model for student attitudes (Technology Self-efficacy [TSE], and Positive Attitudes [PA]), and a three-factor model for instructors (TSE, Behavioral Intentions, and PA). The OOCL attitude factors showed strong validity through both IRT and classical test theory analyses. Comparisons between students and instructors showed students generally had higher TSE and more positive attitudes towards OOCL. The attitudes most relevant to OOCL were intrinsic interest, behavioral intentions, and perceived usefulness of the technology. This study revealed that technological self-efficacy may be useful for differentiating students and instructors, but not for assessing OOCL attitudes. Further development in this field could focus on the improvement of instructors’ attitudes and skills, as well as exploring the role of intrinsic interest.

Attitudes toward Learning Oral Communication Skills Online: The Importance of Intrinsic Interest and Student-Instructor Differences.

In this qualitative study, faculty members’ perceptions of the integration, affordances, and challenges of mobile learning were investigated through semi-structured interview s. The results showed that participants’ integration of m-learning varies and tends to focus on select activities. At the same time, participants recognized m-learning as a valuable learning approach with potential to enrich the teaching and learning process and enhance flexibility. A lack of knowledge and skills, deficiencies in training and supports, problems with Internet connection, a digital divide among students, learning disruption, and a lack of awareness about the utility of m-learning were identified challenges that hinder current integration of m-learning.

/pdf/faculty-members-perceptions-of-the-integration-affordances-4y4qm2blfp.pdf

Faculty Members' Perceptions of the Integration, Affordances, and Challenges of Mobile Learning

This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and web-conferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments.
Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers.
Cet article presente les resultats qualitatifs d’une etude de recherche a methodes mixtes menee dans trois etablissements canadiens d’etudes superieures. L’etude, intitulee « The Meaningful E-Learning » ou projet MEL, consistait en une exploration des experiences d’enseignement et d’apprentissage de professeurs et d’etudiants ainsi que leurs perceptions des avantages et des defis de l’apprentissage electronique. Chose importante, l’apprentissage electronique a ete conceptualise pour que soient integres la pedagogie, la technologie educative et l’emploi d’internet pour former des environnements d’enseignement et d’apprentissage. Sur la base de cette definition, les participants se sont penches sur l’apprentissage electronique par rapport a un ou plusieurs des contextes suivants : la salle de classe en situation de face-a-face, ou des technologies educatives (par ex. systemes de gestion de l’apprentissage, video-conferences et conferences web, appareils mobiles) sont utilisees, des environnements mixtes ou optimises par le web et des environnements d’apprentissage entierement en ligne.
Les donnees recueillies lors de l’etude comprennent des donnees d’enquete (n=1377 pour les etudiants, n=187 pour les professeurs), des commentaires narratifs (n=269 pour les etudiants, n=74 pour les professeurs) ainsi que des groupes de discussion (n=16 pour les etudiants, n=33 pour les professeurs). Les deux derniers ensembles de donnees constituent la base de cet article. Quatre themes principaux ont ete mis en lumiere en fonction des reponses des etudiants et des professeurs. Representes par l’acronyme HIDI, les themes comprennent la connexion humaine (H), le soutien par technologie de l’information (I), le design (D) et l’infrastructure institutionnelle (I). Ces themes et sous-themes sont presentes dans l’article et sont accompagnes d recommandations a l’intention des educateurs et des administrateurs qui souhaitent faire de l’apprentissage electronique une experience pedagogique significative tant pour les apprenants que pour leurs professeurs.

https://files.eric.ed.gov/fulltext/EJ1045977.pdf

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

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Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning