1. JOHN W. DISTLER, DPA, MBA, MS, FNP-C, FAANP

2. Overview
 Vision
 Teaching Philosophy
 Online Facilitation
 Online Learning Communities
 Virtual Classroom
 Faculty transition to online
 Faculty development and mentoring research
 PBL f2f research
 Initial goals

3. VISION
 Commitment to:
 Teaching excellence (f2f, hybrid, fully online)
 Student success
 Life long learning
 Collaborative approach
 Student-centered teaching strategies
 Adult & Experiential Learning
 Learning communities

4. Teaching Philosophy
 Experiential Learning Theory (Rogers)
 Adult Learning Theory (Knowles)
 PBL
 Empowered Learner
 Facilitation vs. Expert
 Lecture/Test
 Collaborative Innovation
 Clear differences in styles between f2f, hybrid and fully
online

5. TRADITIONAL METHODS Evaluation
TEXTBOOKS Clinical
TEACHER Knowledge STUDENT
Didactic
• Formal testing
LEARNER-CENTERED
Evaluation
Current Evidence Clinical
FACILITATOR Knowledge LEARNER
FEEDBACK Didactic
•Strategy matches
feedback tool
Reflective & Formative

6. Online Facilitation Philosophy
 More flexibility
 Student engagement
 Participation
 Handling disagreement and Conflict
 Self-motivated and self-disciplined
 Many courses still faculty driven as with f2f
 Move to online not because it is easier but move to
online because it is more effective

7. Online Facilitation Philosophy
 E- portfolios – build upon past work as they move from
novice to expert
 Collaborative faculty organization
 Focus on lifelong learning
 Think globally
 Effective, timely feedback

8. Online Communities
 Social Presence
 Active creation of knowledge, meaning and
application
 Collaborative Activities
 Reflection opportunities
 Resource sharing
 Students become expert learners and begin to work on
being an “expert” in their chosen area

9. ONLINE
COMMUNITIES
(Shared values and identities)
Social
Presence
Belonging Social
Successful aspect of
to the Learning
group learning
Identities of
Participants
MUTUAL EXPLORATION OF IDEAS

10. Virtual Community
 Learning occurs through the interaction of students
and facilitators as they work together to problem solve
using both primary and secondary prevention
interventions
 Available Chat areas set up by students – can be
asynchronous and synchronous (student unions,
virtual chat, resource centers)
 Students are introduced to an online community
 Move from DQs to problem solving in the “real world”

11. Transitioning Online Courses
Hybrid
Curriculum
Online f2f

12. Transitioning Online Courses
 Target Population & Programs
 Hybrid vs. Fully Online
 Technical Support
 Infrastructure
 CMS. Important, yet, how course is developed &
placed online, facilitated, evaluated and updated is
even more crucial
 Use of current technologies and expand their use
 Embedded video, audio Viddler
 Links to articles via library or facilitators own library

13. Faculty transition to online
 Faculty have student experience first
 Establishing an Online presence
 Making it Real
 Highly interactive courses (Set DQs are not always the
best approach)
 Faculty Training
 Student training and support

14. Course Management Systems
 Blackboard  Building Blocks
 WebCT  Wimba Live Classroom
 eCollege  Wimba Voice Tools
 Scholar360  Learning Objects
 Waypoint
 Frontier Platform
 Webex
 OLAT
 Go to meeting
 ILIAS
 ANGEL
 Moodle
wcet’s edutools - http://www.edutools.info/static.jsp?pj=4&page=HOME

15. Faculty Development and
Mentoring
 Empowers learners
 Increases student to student interaction
 Creates effective learning community
 Co-creates meaning and knowledge
 Uses reflection
 Improves self-direction
 Reinforces presence

16. FACULTY ROLE & FUNCTION
Social
Technical Outcomes Managerial
Pedagogical
(Collins & Berge, 1996)

17. FACULTY ROLE & FUNCTION
PRESENCE Cognitive
Social Teaching
(Garrison, Anderson & Archer, 2000)

18. FACULTY ROLE & FUNCTION
People
Process Purpose
(Palloff & Pratt, 2007)

19. FACULTY EVALUATION
Traditional Online Virtual community
 Online 5 of 7 days  Establishes social presence
 Responds to students  Projects self as a “real” person
questions in 24 hours  Established an open line of
 Responds to each student’s
communication
initial post  Negotiated and maintains
personal boundaries
 Has a minimum of 18% of
 Handles crisis professionally
total posts
 Kept learning community
 Posts grades to grade book by centered
day 3 of the following online  Effective use of group
week dynamics

20. PROBLEM-BASED LEARNING
USING PROBLEM BASED LEARNING IN TEACHING
ADVANCED PHYSICAL ASSESSMENT

21. RATIONALE
 Clinical Competence in the 21st century
 Preceptor readiness
 Student satisfaction and preparedness
 Faculty satisfaction
 Positive patient outcomes
 Traditional methods deemed ineffective
 Going from complete PE to episodic

22. PROBLEM-BASED LEARNING
 Definition- Curriculum organized around problems
relevant to desired learning outcomes – not by topics
 Small group work, self-directed learner, independent
study, functional knowledge, CT, life-long learning
and self-evolution
Rideout, E. (2001). Transforming nursing education through problem based learning.

23. Survey Results (n=25)
 91%- More information seeking
 82%- More classroom flexibility
 56%- Improved creativity
 55%- Resulted in less work
 55% - Developed CT skills
 52% - Improved Knowledge Retention
 Most not sure if it better prepared them for first
clinical encounter

24. Results: Student Comments
 Difficulty in understanding content that was
“important to know” and study
 Seemed unorganized
 Wanted more test questions
 Those with more clinical experience had better
outcomes
 PBL helped me remember information better

25. Results: Student Comments
 Took some getting used to – did not have this
before
 Should be used in the last semester only
 Resulted in an exchange of information among
faculty and students
 Use more small group work – large groups did not
seem to work well.

26. Recommendations for Success
 DON’T:
 Assume that PBL works for everyone and every situation
 Assume new faculty are capable of implementing PBL in
the classroom – they will need mentoring
 Do not give up – it gets better over time

27. Recommendations for Success
 DO: Prepare students for the change
 Start with a hybrid mix of classes
 Use more short-answer quizzes to assess knowledge to
ensure student’s they are being “tested”
 Offer guidance at each class along with research into
PBL effectiveness. Incorporate EBP at the same time
 Arrange hands-on clinical experience to fit learning
needs if possible
 Keep going! PBL is difficult in the beginning

28. Resources & References
 Sloane Consortium (Sloane-c.org)
 Palloff, R. & Pratt, K. (2007). Building online learning
communities. Jossey-Bass: San Francisco
 Journal of Internet Commerce
 Quarterly Review of Distance Education
 Teaching in Higher Education
 Innovative Higher Education
 The American Journal of Distance Education

29. Resources & References
 EDUCAUSE (educause.edu)
 Secondlife (secondlife.com)
 International Society for Technology in Education
(iste.org)