An exploration of perceived learning activities and assignments preferred by millennial nursing students in an online RN-BSN nursing program
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Abstract
The purpose of this qualitative exploratory single case study was to explore millennial nursing student preferences of activities and assignments that may facilitate learning (preferred) as well as perceptions of those that may hinder learning (not preferred). This qualitative exploratory single case study sought to understand the perceived preferences of millennial online registered nurse to Bachelor of Science in nursing (RN-BSN) students for online activities and assignments. Three questions were posed: How do millennial nursing students develop preferences for learning activities and assignments in online RN-BSN programs? How and why do millennial nursing students believe certain learning activities and assignments facilitate learning in online RN-BSN programs? How and why do millennial nursing students believe certain learning activities and assignments hinder learning in online RN-BSN programs? Constructivist and social constructivist learning theories served as theoretical frameworks. Through purposive sampling, eleven participants from one Illinois RN-BSN program were chosen to be interviewed. Direct classroom observation and program document reviews were also used to triangulate the data. Thematic analysis identified eight themes: Preference for face-to-face learning activities, Influences to choose online learning activities, Clear directions, Relevant to practice, Instructor engagement, Research required, Thought provoking, Lectures, Uninvolved instructors, Related to preferences and influences for assignments and activities in the online classroom. Preferences were identified in the online classroom that have evolved through experience in the face-to-face classroom and the use of technology.
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10689562; ProQuest document ID: 2010611526. The author still retains copyright.
Repository Posting Date
2021-09-02T12:26:58Z
Notes
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type Information
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Category Information
Evidence Level | Case Study/Series |
Research Approach | Qualitative Research |
Keywords | Millennial Nursing Students; Nursing Education; Online Education; RN-BSN Programs |
Degree Information
Grantor | Grand Canyon University |
Advisor | Schiro, James B.; Fusch, Patricia; La Chapelle, Peter; Rennegarbe, Richelle |
Level | Doctoral-Other |
Year | 2017 |
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