The use of scaffolding and interactive learning strategies in online courses for working nurses: implications for adult and online education
dc.contributor.author | Salyers, Vince | |
dc.contributor.author | Carter, Lorraine | |
dc.contributor.author | Cairns, Steve | |
dc.contributor.author | Durrer, Luke | |
dc.date.accessioned | 2017-03-07 | |
dc.date.accessioned | 2022-05-28T00:36:37Z | |
dc.date.available | 2022-05-28T00:36:37Z | |
dc.date.issued | 2014 | |
dc.description.abstract | 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. | |
dc.format.extent | 296.81 KB | |
dc.format.mimetype | ||
dc.identifier.citation | Salyers, V., Carter, L., Cairns, S., & Durrer, L. (2014). The use of scaffolding and interactive learning strategies in online courses for working nurses: Implications for adult and online education. The Canadian Journal of University Continuing Education, 40(1). doi:10.21225/D59S3Z | |
dc.identifier.doi | https://doi.org/10.21225/D59S3Z | |
dc.identifier.uri | https://hdl.handle.net/20.500.14078/706 | |
dc.language | English | |
dc.language.iso | en | |
dc.rights | All Rights Reserved | |
dc.subject | scaffolding | |
dc.subject | instructional design | |
dc.subject | interaction | |
dc.subject | best practices | |
dc.subject | engagement | |
dc.subject | adult education | |
dc.subject | e-learning | |
dc.title | The use of scaffolding and interactive learning strategies in online courses for working nurses: implications for adult and online education | |
dc.type | Article |
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