ABSTRACT
BACKGROUND: When the COVID-19 pandemic forced colleges and universities to rapidly transition from face-to-face teaching to online teaching/learning environments, different instructional methods were employed to deliver course content and help students remain engaged in learning. With the transition back to the on-campus environment, select online teaching modalities may be effective in the face-to-face environment as well. While online and distance learning have been extensively studied, little research is available to guide faculty in using technologies designed for distance learning in the face-to face environment. PURPOSE: The purpose of this study was to determine pre-licensure baccalaureate nursing student and nursing faculty perceptions of the effectiveness of various online teaching modalities. METHOD: A mixed-methods study using a convenience sample of students and faculty at two universities was conducted. Students and faculty completed a researcher-developed survey to rate a variety of online teaching methods and technologies from a scale of one (not effective at all) through six (extremely effective). Participants also provided comments within the survey and in focus groups of randomly selected students and faculty. Surveyed items included modes of asynchronous and synchronous instruction, instructional technology, and instructional activities. RESULTS: There were significant differences as well as similarities in student and faculty perceptions of effectiveness. Students demonstrated a clear preference for pre-recorded lectures, while faculty perceived synchronous lectures and assigned readings to be equally as effective as pre-recorded lectures. Synchronous activities such as case studies and student presentations were rated as more effective by faculty than by students. Both groups perceived instructional games, especially quiz games, as very or extremely effective. CONCLUSIONS: Students were more engaged with instructional activities that they perceived as effective for learning. The results of this study will assist faculty in developing effective online and in-person instruction which will optimize the teaching/learning experience.
ABSTRACT
As we approach the 50-year anniversary of the landmark Furman decision, it is of paramount importance to re-examine Justice Thurgood Marshall’s hypotheses. In Justice Marshall’s second hypothesis in his concurring opinion, he suggested “people who were fully informed’ regarding the death penalty “would find the penalty, shocking, unjust and unacceptable” (p. 361). While there has been much empirical testing of this hypothesis, the intent of this study is to add to the existing literature by examining whether different methods of information delivery produce sentiments in opposition to capital punishment. The main research question to be tested is as follows: does exposure to information have more of an impact on opinions if it is given in-person or in online/hybrid formats? Data were collected by an instructor who taught death penalty classes (n = 143) utilizing different teaching modalities. Results suggest that method of course delivery is marginally significantly related to change in opposition towards capital punishment. More specifically, hybrid/online offerings were more likely to result in increased opposition towards the death penalty after taking the class. Furthermore, the analysis also revealed a significant relationship between teaching modality and level of death penalty knowledge at post-test. In light of recent developments in higher education resulting from the COVID-19 pandemic, it is also beneficial to conduct research that has important implications as colleges and universities come to grips with a new normal in distance learning.