Using Arts-Based Instructional Strategies in Hybrid, Face-to-Face, and Online Nursing Courses.
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| Title: | Using Arts-Based Instructional Strategies in Hybrid, Face-to-Face, and Online Nursing Courses. |
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| Authors: | Parker, Nichole1 nparker2@athabasca.edu, Perry, Beth1 bethp@athabascau.ca, Janzen, Katherine2 kjjanzen@mtroyal.ca, Edwards, Margaret1 marge@athabascau.ca |
| Source: | Proceedings of the European Conference on e-Learning (ECEL). 2021, p347-354. 8p. |
| Subject Terms: | *Online education, *COVID-19 pandemic, *Nursing education, *School environment, *Educators |
| Abstract: | Background: Student disengagement is a far-reaching problem negatively affecting the educational environment and learner success. Educators need to be deliberate in their efforts to enhance learner engagement, beginning by using teaching strategies that help to create inspiring learning environments. Purpose: This paper explores the research question, What is the effect of arts-based instructional strategies on nursing student engagement in hybrid, face-to-face, or online learning environments from the instructors' perspective? Methods: A convenience purposive sampling process was used. We selected potential participants from a list of academics who had recently published articles in peer-reviewed journals on topics related to using arts-based instructional strategies in nursing education. Of the twenty-five potential participants contacted via email, 4 responded, provided informed consent, and were interviewed. Data were collected through one-toone Skype or telephone interviews. The interviews were audio and/or video recorded, transcribed, and thematically analysed. Specifically, the interview transcripts were read several times by members of the research team. Fragments of sentences (or groups of sentences expressing a key idea) were highlighted by each team member independently. Team members then grouped these to identify core themes. Once the thematic analysis was completed by research team members independently, they compared themes identified and looked for commonalities and outliers. Through a process of discussion and negotiation, themes identified were merged, collapsed, and or renamed until team members agreed that the final themes were representative of the participants' comments. Conclusion: Associations were found between the use of artsbased instructional strategies and educator reports of a more inspiring humanized learning environment, enhanced trust between students and the instructor, connection among participants in the learning community, and increased opportunities for learner self-expression. From the perspective of the instructors, these outcomes led to enhanced student engagement. Interestingly, instructors reported that when students were more engaged, they were similarly motivated and engaged in the teaching process. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 154135545 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Arts-Based Instructional Strategies in Hybrid, Face-to-Face, and Online Nursing Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Parker%2C+Nichole%22">Parker, Nichole</searchLink><relatesTo>1</relatesTo><i> nparker2@athabasca.edu</i><br /><searchLink fieldCode="AR" term="%22Perry%2C+Beth%22">Perry, Beth</searchLink><relatesTo>1</relatesTo><i> bethp@athabascau.ca</i><br /><searchLink fieldCode="AR" term="%22Janzen%2C+Katherine%22">Janzen, Katherine</searchLink><relatesTo>2</relatesTo><i> kjjanzen@mtroyal.ca</i><br /><searchLink fieldCode="AR" term="%22Edwards%2C+Margaret%22">Edwards, Margaret</searchLink><relatesTo>1</relatesTo><i> marge@athabascau.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+e-Learning+%28ECEL%29%22">Proceedings of the European Conference on e-Learning (ECEL)</searchLink>. 2021, p347-354. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Nursing+education%22">Nursing education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Student disengagement is a far-reaching problem negatively affecting the educational environment and learner success. Educators need to be deliberate in their efforts to enhance learner engagement, beginning by using teaching strategies that help to create inspiring learning environments. Purpose: This paper explores the research question, What is the effect of arts-based instructional strategies on nursing student engagement in hybrid, face-to-face, or online learning environments from the instructors' perspective? Methods: A convenience purposive sampling process was used. We selected potential participants from a list of academics who had recently published articles in peer-reviewed journals on topics related to using arts-based instructional strategies in nursing education. Of the twenty-five potential participants contacted via email, 4 responded, provided informed consent, and were interviewed. Data were collected through one-toone Skype or telephone interviews. The interviews were audio and/or video recorded, transcribed, and thematically analysed. Specifically, the interview transcripts were read several times by members of the research team. Fragments of sentences (or groups of sentences expressing a key idea) were highlighted by each team member independently. Team members then grouped these to identify core themes. Once the thematic analysis was completed by research team members independently, they compared themes identified and looked for commonalities and outliers. Through a process of discussion and negotiation, themes identified were merged, collapsed, and or renamed until team members agreed that the final themes were representative of the participants' comments. Conclusion: Associations were found between the use of artsbased instructional strategies and educator reports of a more inspiring humanized learning environment, enhanced trust between students and the instructor, connection among participants in the learning community, and increased opportunities for learner self-expression. From the perspective of the instructors, these outcomes led to enhanced student engagement. Interestingly, instructors reported that when students were more engaged, they were similarly motivated and engaged in the teaching process. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.34190/EEL.21.019 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 347 Subjects: – SubjectFull: Online education Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Nursing education Type: general – SubjectFull: School environment Type: general – SubjectFull: Educators Type: general Titles: – TitleFull: Using Arts-Based Instructional Strategies in Hybrid, Face-to-Face, and Online Nursing Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Parker, Nichole – PersonEntity: Name: NameFull: Perry, Beth – PersonEntity: Name: NameFull: Janzen, Katherine – PersonEntity: Name: NameFull: Edwards, Margaret IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 20488637 Titles: – TitleFull: Proceedings of the European Conference on e-Learning (ECEL) Type: main |
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