Vol. 29 No. 2 (2014)
Research Articles

Social Support for Online Learning: Perspectives of Nursing Students

HTML ePub PDF
  • Kim Munich
Kim Munich
Thompson Rivers University
Bio

Published 2014-12-08

Keywords

  • informational,
  • instrumental,
  • emotional,
  • affirmational support,
  • nursing students

How to Cite

Munich, K. (2014). Social Support for Online Learning: Perspectives of Nursing Students. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 29(2). Retrieved from https://www.ijede.ca/index.php/jde/article/view/891
Copyright Notice

Abstract

The purpose of this study was to identify supports beyond the educator that contributed to undergraduate and graduate nursing students’ ability and motivation to learn online. Case study methodology similar to Stake (2000) was bounded or contained by undergraduate and graduate online courses. Twenty-nine undergraduate and graduate nursing students, a majority of whom were women over the age of forty, studying part-time, working and raising children, participated in the study. Participants reported that four supports: informational, instrumental, emotional, and affirmational, were essential for them to complete their online course. Results from this study provide insight into the types of social support that would be beneficial to nursing students to enhance their online learning experience and promote completion of their programs.
HTML ePub PDF

References

  1. Atack, L. (2003). Becoming a web-based learner: Registered nurses’ experiences. Journal of Advanced Nursing, 44(3), 289–297. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer? vid=5&sid=8eb64a73-4ac0-41c1-88a6-22eab6ae6653%40sessionmgr4001&hid=4108
  2. Cragg, C.E., Andrusyszyn, M.A. & Fraser, J. (2005). Sources of support for women taking professional programs by distance education. Journal of Distance Education. 20(1), 21-38. Retrieved from http://www.ijede.ca/index.php/jde/article/view/75/56
  3. Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge Falmer.
  4. Hammond, M., & Wiriyapinit, M. (2005). Learning through online discussion: A case of triangulation in research. Australasian Journal of Educational Technology, 21(3), 283-302. Retrieved from http://www.ascilite.org.au/ajet/ajet21/hammond.html
  5. House, J. S. (1981). Work stress and social support. Massachusetts: Addison-Wesley Publishing Company.
  6. Ireys, H. T., Sills, E. M., Kolodner, K. B., & Walsh, B. B. (1996). A social support intervention for parents of children with juvenile rheumatoid arthritis: Results of a randomized trial. Journal of Pediatric Psychology, 21, 633-641. Retrieved from http://jpepsy.oxfordjournals.org/content/21/5/633. full.pdf+html
  7. Kanuka, H., & Garrison, D. R. (2004). Cognitive presence on online learning. Journal of Computing in Higher Education, 15(2), 21-39. Retrieved from http://download.springer.com/static/pdf/194/art%253A10.1007%252FBF02940928.pdf?auth66=1410723702_f8431878ba9e828bbe2a25b5bd091186&ext=.pdf .
  8. Lin, C. P., & Bhattacherjee, A. (2009). Understanding online social support and its antecedents: A socio-cognitive model. The Social Science Journal, 46, 724-737. doi: 10.1016/j.soscij.2009.03.004
  9. Mann, J.C. (2014). A pilot study of RN-BSN completion students’ preferred instructor online classroom caring behaviors. The ABNF Journal, 25(2), 33-39. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=feefe889-45b9-42d5-99bf-f471afc07c49%40sessionmgr4004&vid=0&hid=4204
  10. Melrose, S. & Bergeron, K. (2007). Instructor immediacy strategies to facilitate group work in online graduate study. Australasian Journal of Educational Technology, 23(1), 132-148. Retrieved from http://www.ascilite.org.au/ajet/ajet23/melrose.html
  11. Munich, K. (2009). Coping strategies experienced by nursing students learning online. Unpublished Doctoral thesis, Education, Deakin University, Melbourne, Victoria, Australia. Supervisor Dr. Elizabeth Stacey.
  12. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
  13. Plante, K., & Asselin, M.E. (2014). Best practices for creating social presence and caring behaviors online. Nursing Education Perspectives. 35(4), 219-223. doi 10.5480/13-1094.1
  14. Seiler, K., & Billings, D. M. (2004). Student experiences in web-based nursing courses: Benchmarking best practices. International Journal of Nursing Education Scholarship, 1(1), 1–12. doi: 10.2202/1548-923X.1061
  15. Sit, J. W. H., Chung, J. W. Y., Chow, M., & Wong, T. (2005). Experiences of online learning: Students’ perspective. Nurse Education Today, 25, 140–147. doi: 10.1016/j.nedt.2004.11.004
  16. Stake, R. E. (2000). Case Studies. In K. D. Denzin & S. L. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435-45). Thousand Oaks, CA: Sage Publications.
  17. Stewart, M. Letourneau, N., Masuda, J.R. Anderson, S. & McGham, S. (2011). Online solutions to support needs and preferences of parents of children with asthma and allergies. Journal of Family Nursing, 17(357). doi: 10.1177/1074840711415416
  18. Sullivan-Bolyai, S., & Lee, M. M. (2011). Parent mentor perspectives on providing social support to empower parents. The Diabetes Educator, 37(35), 35-43. doi: 10.1177/0145721710392248
  19. Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication and Information, 2(1), 23–49. doi: 10.1080/146363102200000501
  20. Walther, J. B., & Boyd, S. (2002). Attraction to computer-mediated social support. In C. A. Lin & D. J. Atkin (Eds.), Communication technology and society: Audience adoption and uses (pp. 153-188). Cresskill, NJ: Hampton Press. Retrieved from https://www.msu.edu/~jwalther/docs/support.html