An Emergent Framework for Developing Online Learner Identities in Nursing Education
Abstract
Teaching During the COVID-19 pandemic, many teachers at all levels of the educational sector were forced to shift their teaching to online formats. Due to social distancing, many educators have rapidly upskilled in technologies that facilitate learning. Yet, there is uncertainty about whether teachers have the necessary pedagogic skills to optimised learning in these new online learning spaces [1]. While current research provides general recommendations for the design and delivery of online curricula [2, 3, 4], less is written about how educators can successfully shift their approaches to online formats (on platforms such as Zoom, Teams or Google Hangouts) where connection and collaboration are challenging to replicate and sustain. In this presentation, we discuss a framework developed from a recent study on teaching disability studies to preregistration nursing students – The Emergent framework for implementing principles of embodied learning, which we suggest could be used to guide the development of courses and curricula to develop online learner identities. We describe the study methods and the iterative design process that underpins the framework. We also outline the unique context in New Zealand during 2020 and 2021, whereby schools and universities were thrust in and out of successive lockdowns, meaning learning moved from face-to-face to online spaces frequently during this time. This unique context allowed the authors to experiment with blended and fully online formats and compare student engagement in ways we could not do under normal circumstances.
Authors: Pauline Cooper-Ioelu, Marea Topp
Published in: Ireland International Conference on Education (IICE-2024)
- Date of Conference: 28-30 October, 2024
- DOI: 10.20533/IICE.2024.10.0010
- ISBN: 978-1-913572-73-0
- Conference Location: Dún Laoghaire, Ireland