Milstead J A, Nelson R
Duquesne University, USA.
Comput Nurs. 1998 Sep-Oct;16(5):247-58.
This article addresses the development of the initial course in the first completely online doctoral program in nursing. Synchronous and asynchronous methods of distance education were assessed. Planning focused at the university, school, and course levels. University planning involved the technical infrastructure, registration, student services, and library services. School planning examined administrative commitment and faculty commitment and willingness. Course planning focused on marketing, precourse information, time frame, modular design, planned interaction, and professor availability and support. Implementation issues centered on getting students connected, learning the software, changing instructional methods, and managing chats. Traditional methods of evaluating student learning and course evaluation were supplemented with the development of qualitative and quantitative tools to gather data for making administrative decisions. The Dean and faculty agreed that the internet was an effective method of delivering content in the initial Health Policy course. The Dean and faculty agreed to continue the PhD program online for one cohort and continue to evaluate student progress and faculty and student satisfaction.
本文论述了首个完全在线护理博士项目基础课程的开发情况。对远程教育的同步和异步方法进行了评估。规划聚焦于大学、学院和课程层面。大学层面的规划涉及技术基础设施、注册、学生服务和图书馆服务。学院层面的规划审视了行政支持、教师支持以及教师的意愿。课程层面的规划重点在于营销、课前信息、时间框架、模块化设计、计划内的互动以及教授的可及性与支持。实施过程中的问题主要围绕让学生联网、学习软件、改变教学方法以及管理聊天交流。在传统的学生学习评估方法和课程评价基础上，补充开发了定性和定量工具，以收集数据用于行政决策。院长和教师们一致认为，互联网是在初始的健康政策课程中传递内容的有效方式。院长和教师们同意在线上为一个班级继续开展博士项目，并持续评估学生的进展以及教师和学生的满意度。
