Browsing by Author "Salyers, Vince"

Now showing 1 - 10 of 10
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    Evaluating student and faculty satisfaction with a pedagogical framework
    (2010) Salyers, Vince; Carter, Lorraine; Barrett, Penelope; Williams, Lynda
    Most schools of nursing utilize technology to deliver courses, and entire curricula, through a combination of face to face (f2f), web-enhanced, and fully online strategies. Challenges associated with course delivery may include geographic and technological barriers, lack of instructional design support, inconsistent, inadequate or unreliable support infrastructure, and varying degrees of faculty and student experiences with learning management systems. The purpose of this exploratory study was to evaluate student and faculty satisfaction with two courses structured using a pedagogical framework; identify advantages and disadvantages of the courses; and identify instructional design recommendations for implementation of the framework. Based on results from the study, there is evidence to support use of the ICARE framework in structuring quality, satisfying courses from both student and faculty perspectives.
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    Exploring the motivations, expectations, and experiences of students who study in global settings
    (2015) Salyers, Vince; Carston, Cathy; Dean, Yasmin; London, Chad
    An increasing trend of universities is to provide students with opportunities to engage in global learning experiences (GLE) as part of their program of study. While there are numerous papers on the benefits of international and study abroad programs, there is little research on factors that impact GLE. This study evaluated the student perspective through qualitative and quantitative responses to surveys and questions posed during a period of three years. The results suggested that students’ motivation and expectations of the experiences were varied. Moreover, planning is critical for GLE experiences to have a positive impact on students.
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    Lessons learned: Ethio-Canadian interprofessional collaboration to reduce maternal-child mortality
    (2016) Jacoby, Susan; Underwood, Margot; Booke, Julie; Salyers, Vince; Nordstrom, Pam; Quance, Margaret; Landseidel, Mary; Upadhyaya, Deepa; Becker, Gisela; Pryma, Patricia; McLellan, Heather; MacDonald, Dianne
    Teaching together in a global interprofessional partnership:iterative process guided by having a shared goal of improving infant & maternal mortality, understanding the complexity of global health & contextual issues, “working with” (reciprocity) & honoring the expertise that each brings, committing to effective team functioning & conflict resolution.
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    Meaningful e-learning (MEL)
    (2012) Carter, Lorraine; Salyers, Vince; Barrett, Penny; Myers, Sue; Mitchell, Maureen; Matus, Theresa; Veinotte, Amanda
    Most universities now utilize educational technologies and elearning strategies to ensure consistency in course delivery and, in some instances, reduce face-to-face (f2f) contact hours for students. Challenges associated with e-learning include geographic and technological barriers, lack of instructional design support, inconsistent, inadequate or unreliable infrastructure support, as well as varying degrees of faculty and student experience with e-learning environments. The main issue that has driven commencement of the MEL Project relates to strong and repeated anecdotal and research evidence that students and academic staff lack sufficient knowledge, skills, and/or time to enable them to integrate elearning strategies in meaningful and sustainable ways into their teaching and learning activities.
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    Qualitative insights from a Canadian multiinstitutional research study: in search of meaningful e-learning
    (2014) Carter, Lorraine; Salyers, Vince; Myers, Sue; Hipfner, Carol; Hoffart, Caroline; MacLean, Christa; White, Kathy; Matus, Theresa; Forssman, Vivian; Barrett, Penelope
    This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and webconferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments. Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers.
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    Student and faculty satisfaction with a pedagogical framework: research findings based on the ICARE model
    (2010) Salyers, Vince; Carter, Lorraine; Barrett, Penelope
    Purpose of study: to determine faculty and student satisfaction with the ICARE format implemented within the School of Nursing, and to determine the extent to which the ICARE format might support rich learning experiences that minimize the limitations posed by lack of accessibility, time constraints, and scheduling.
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    The search for meaningful e-learning at Canadian universities: a multi-institutional research study
    (2014) Salyers, Vince; Carter, Lorraine; Carter, Alanna; Myers, Sue; Barrett, Penelope
    While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n = 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.
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    The use of scaffolding and interactive learning strategies in online courses for working nurses: implications for adult and online education
    (2014) Salyers, Vince; Carter, Lorraine; Cairns, Steve; Durrer, Luke
    This paper reviews the foundational literature of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners—in particular, nurse-learners. The first case study describes the use of a scaffolding model called Introduction, Connect, Apply, Reflect, and Extend (ICARE) in e-learning for nursing education. The second is a reflection on the use of engagement strategies for the purposes of discourse and learning in a different online nursing context. Because nursing educators were among the early adopters of e-learning, they are important mentors to others who are adopting e-learning strategies at this time. Additionally, the paper is a crossroads publication: it reminds the reader of the imperative to review theory and emerging evidence related to e-learning and to bring key findings to the actual practice of e-learning in order to benefit the adult student. This commitment to theory and practice will enable the evolution of e-learning for all learners, including returning adult learners and working professionals.
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    The value of patient and provider reported experiences in evaluating home-based assisted peritoneal dialysis
    (2017) Bevilacqua, Micheli; Chiu, Helen; Saunders, Sushila; Turnbull, Linda; Taylor, Paul; Singh, Rajinder; Salyers, Vince
    Assisted peritoneal dialysis (PD) is a proven intervention to support patients with functional limitations in performing home-based PD. Previous research has focused on clinical outcomes, but experiences with assisted PD have not been explored from the perspective of patients and providers. Through a 12-month pilot program called PD Assist (PDA), this study elicited these perspectives to improve the program.
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    Using grounded theory as a method of inquiry: advantages and disadvantages
    (2014) Hussein, Mohamed El; Hirst, Sandra; Salyers, Vince; Osuji, Joseph
    There are many challenges and criticisms attached to the conduct of research, none the least of which is a notion that much of the research undertaken in professional disciplines such as nursing may not have clinical and/or practical relevance. While there are a plethora of qualitative research methods that individuals must consider when designing research studies, one method stands out - Grounded Theory (GT). Grounded theory was developed in the early 1960’s by Glaser and Strauss. With its theoretical orientation based in sociology, GT strives to understand and explain human behavior through inductive reasoning processes (Elliott & Lazenbatt, 2005). Because of its emphasis on the utilization of a variety of data sources that are grounded in particular contexts, GT provides a natural theoretical fit when designing nursing research studies. In this article, the authors provide an overview of GT and then describe the appropriateness, advantages, and disadvantages of applying it as part of the research design process. Additionally, the authors highlight the importance of taking a reflexive position to stay engaged while interacting with the data, and explore how to apply GT theory to particular research questions and studies. Finally, the strengths and limitations of this method of inquiry as applied to nursing research using a brief case study approach is presented.