Shifting the emphasis from teaching to learning: Process-based assessment in nurse education

Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of th...

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Autor principal:	Peter Bergström
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	distance education higher education e-learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c40ded8b3d714be892bbe811b74e3644
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spelling	oai:doaj.org-article:c40ded8b3d714be892bbe811b74e36442021-12-02T17:16:18ZShifting the emphasis from teaching to learning: Process-based assessment in nurse education10.19173/irrodl.v12i5.9571492-3831https://doaj.org/article/c40ded8b3d714be892bbe811b74e36442011-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/957https://doaj.org/toc/1492-3831 Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students’ role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers’ rules and a lack of creativity due to the limited role of ICT merely as a container of content. Peter BergströmAthabasca University Pressarticledistance educationhigher educatione-learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 5 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education higher education e-learning Special aspects of education LC8-6691
spellingShingle	distance education higher education e-learning Special aspects of education LC8-6691 Peter Bergström Shifting the emphasis from teaching to learning: Process-based assessment in nurse education
description	Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students’ role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers’ rules and a lack of creativity due to the limited role of ICT merely as a container of content.
format	article
author	Peter Bergström
author_facet	Peter Bergström
author_sort	Peter Bergström
title	Shifting the emphasis from teaching to learning: Process-based assessment in nurse education
title_short	Shifting the emphasis from teaching to learning: Process-based assessment in nurse education
title_full	Shifting the emphasis from teaching to learning: Process-based assessment in nurse education
title_fullStr	Shifting the emphasis from teaching to learning: Process-based assessment in nurse education
title_full_unstemmed	Shifting the emphasis from teaching to learning: Process-based assessment in nurse education
title_sort	shifting the emphasis from teaching to learning: process-based assessment in nurse education
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/c40ded8b3d714be892bbe811b74e3644
work_keys_str_mv	AT peterbergstrom shiftingtheemphasisfromteachingtolearningprocessbasedassessmentinnurseeducation
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Shifting the emphasis from teaching to learning: Process-based assessment in nurse education

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