Self-Regulation for and of Learning: Student Insights for Online Success in a Bachelor of Nursing Program in Regional Australia

The blended online digital (BOLD) approach to teaching is popular within many universities. Despite this popularity, our understanding of the experiences of students making the transition to online learning is limited, specifically an examination of those elements associated with success. The aim of...

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Bibliographic Details
Published in:Nursing reports (Pavia, Italy) Italy), 2021-05, Vol.11 (2), p.364-372
Main Authors: Peck, Blake, Smith, Andrew, Terry, Daniel, Porter, Joanne E
Format: Article
Language:English
Subjects:
blended online learning
Clinical medicine
Data analysis
Distance learning
Focus groups
Higher education
Nursing education
online learning
Online tutorials
Pedagogy
Qualitative research
Students
Success
Teaching methods
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Summary:The blended online digital (BOLD) approach to teaching is popular within many universities. Despite this popularity, our understanding of the experiences of students making the transition to online learning is limited, specifically an examination of those elements associated with success. The aim of this study is to explore the experiences of students transitioning from a traditional mode of delivery to a more online approach in an inaugural BOLD Bachelor of Nursing program at a regional multi-campus institution in Victoria, Australia. Fifteen students across two regional campuses participated in one of four focus groups. This qualitative exploration of students' experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation. A modified method of thematic analysis of phenomenological data was employed to analyse the focus group interview data to identify themes that represent the meaning of the transition experience for students. This qualitative exploration of students' experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation.
ISSN:2039-4403
2039-439X
2039-4403
DOI:10.3390/nursrep11020035