Allan Helen T, O'Driscoll Mike, Simpson Vikki, Shawe Jill
Centre for Research in Nursing & Midwifery Education, Faculty of Health & Medical Sciences, University of Surrey, Guildford, Surrey, GU2 5TE, UK.
Nurse Educ Today. 2013 Sep;33(9):1068-73. doi: 10.1016/j.nedt.2012.04.003. Epub 2012 Apr 30.
The expansion of the higher educational sector in the United Kingdom over the last two decades to meet political aspirations of the successive governments and popular demand for participation in the sector (the Widening Participation Agenda) has overlapped with the introduction of e-learning.
This paper describes teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education.
A three phase, mixed methods study; this paper reports findings from phase two of the study.
One university in England.
Higher education teachers teaching on the nursing, chemistry and management programmes.
Focus groups with these teachers.
Findings from these data show that teachers across the programmes have limited knowledge of whether students are non-traditional or what category of non-traditional status they might be in. Such knowledge as they have does not seem to influence the tailoring of teaching and learning for non-traditional students. Teachers in chemistry and nursing want more support from the university to improve their use of e-learning, as did teachers in management but to a lesser extent.
Our conclusions confirm other studies in the field outside nursing which suggest that non-traditional students' learning needs have not been considered meaningfully in the development of e-learning strategies in universities. We suggest that this may be because teachers have been required to develop e-learning at the same time as they cope with the massification of, and widening participation in, higher education. The findings are of particular importance to nurse educators given the high number of non-traditional students on nursing programmes.
在过去二十年中，英国高等教育部门不断扩张，以满足历届政府的政治抱负以及民众参与该领域的需求（即“扩大参与议程”），这与电子学习的引入恰好同时发生。
本文描述了在高等教育大规模扩招且多样性增加的时期，教师对于在三个学科领域（护理、化学和管理）中针对非传统学生使用电子学习的看法。
一项分三个阶段的混合方法研究；本文报告该研究第二阶段的结果。
英国的一所大学。
在护理、化学和管理专业课程任教的高等教育教师。
与这些教师进行焦点小组访谈。
这些数据的结果表明，参与这些课程教学的教师对于学生是否为非传统学生以及他们可能属于何种非传统学生类别了解有限。他们所掌握的此类信息似乎并未影响到针对非传统学生的教学方式调整。化学和护理专业的教师希望大学能提供更多支持以改进他们对电子学习的运用，管理专业的教师也有此需求，但程度稍轻。
我们的结论证实了护理领域之外该领域的其他研究，这些研究表明，在大学电子学习策略的制定过程中，非传统学生的学习需求并未得到充分考虑。我们认为这可能是因为教师在应对高等教育大规模扩招和扩大参与度的同时，还被要求开展电子学习。鉴于护理专业课程中有大量非传统学生，这些研究结果对护理教育工作者尤为重要。
