Abstract:

This paper will demonstrate how registered nurses across three continents, are working together in a virtual classroom environment to achieve a nursing degree. It will describe the stages of transition from a classroom delivered programme, to a blended learning, and to an online learning programme. Using a virtual learning environment Moodle, the programme team opted to integrate the use of Web 2.0 technologies tools to enrich the process of online learning. A key principle underpinning the programme was to include facilitation of learning through social interaction.
In order to achieve this goal the programme staff attended a series of focused workshops to increase their individual skills and increase their capacity to deliver online course content in a pedagogically sound manner. This process included training on Wimba, a virtual classroom environment and acquiring advanced skills in developing e-activities for students. Concurrently the students who were registered onto the programme were offered a series of focused workshops and online material to orientate them on to the online programme. Examples of resources developed for students included an online orientation programme developed in Articulate Software and a series of virtual orientation sessions in Wimba.
In 2010 a decision was taken to deliver the programme using a blended learning format. The lectures were delivered on line via Moodle and Camtasia Studio was used with MS PowerPoint to enhance existing core resources on individual modules. Students were encouraged to engage in various on line activities such as discussion forums and on line quizzes. To augment the online element a number of tutorials were held on campus, over weekends.
During the summer of 2011 a further development of the programme began to complete the transition from a blended learning course to allow registered nurses across the globe to achieve a degree in nursing using only online learning material. In order for the programme staff to up skill for the new mode of delivery a number of workshops ware held and staff were encouraged to review all online tools available to suit their individual module content. This was followed by similar workshops with students to ensure that students training needs were addressed. Prospective students were informed that they would need to have access to a computer and a reasonable level of information and communication technology skills. A summer school was facilitated by the programme chair who adopted Salmons (2006) Five Stage Framework for Online Learning specific e-activities which were introduced into the orientation programme.
The on line orientation included an automated Articulate programme and linked to individual module descriptors. This proved to be a very successful initiative and has over the first few weeks of the programme assisted students to gain a deeper understanding of the core curriculum content and its usefulness for future career advancement.

The online programme is now in its first year and formative feedback from the students and staff indicates that the migration process has been a successful venture.
Future plans include greater use of Web 2.0 technologies within both the overall programme and specific modules. Such tools will assist lecturers to communicate and offer more regular updates of information to students. The Web 2.0 tools currently under review include Twitter and Facebook.

Keywords:

Transition, e-learning, nurse education.