Shifting the Emphasis from Teaching to Learning: Process-Based Assessment in Nurse Education

dc.creator	Peter Bergstrom
dc.date	2011-06-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:26Z
dc.date.available	2015-08-12T11:17:26Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/9feeed2a33084525bdb443c351a73438
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26318
dc.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.Distance education; higher education; e-learning
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/957/1856
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 12, Iss 5 (2011)
dc.subject	Distance education
dc.subject	higher education
dc.subject	e-learning
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Shifting the Emphasis from Teaching to Learning: Process-Based Assessment in Nurse Education
dc.type	article