Kathleen L Sitzman1, Andrea Jensen, Sang Chan. 1. About the Authors Kathleen L. Sitzman, PhD, RN, CNE, ANEF, is a professor, East Carolina University College of Nursing, Greenville, North Carolina. Andrea Jensen, MS, is director of eLearning, Center for Instructional and Institutional Effectiveness, Weber State University, Ogden, Utah. Sang Chan, PhD, is instructional designer, Center for Instructional and Institutional Effectiveness, Weber State University, Ogden, Utah.
Abstract
AIM: The aim was to examine the usefulness of a massive open online course (MOOC) on caring and mindfulness to a broad international audience that included nurses, allied health professionals, and others. BACKGROUND: MOOCs in higher education have been evident since 2008. Very few MOOCs on nursing topics have appeared since that time. Exploration was needed regarding how MOOCs could be employed to share nursing knowledge with national and international communities. METHOD: Two "Caring Science, Mindful Practice" MOOC sessions were examined. Demographics, learner satisfaction, course flow, and perceived usefulness of content were analyzed. RESULTS: Learners from varied backgrounds participated. Higher than expected course activity levels and completion rates suggested effective learner engagement. Excellent course ratings demonstrated that content and delivery methods were effective. Active learners communicated specific plans to apply new knowledge in the future. CONCLUSION: MOOCs facilitate learning where participants learn about topics of interest in nursing and beyond.
AIM: The aim was to examine the usefulness of a massive open online course (MOOC) on caring and mindfulness to a broad international audience that included nurses, allied health professionals, and others. BACKGROUND: MOOCs in higher education have been evident since 2008. Very few MOOCs on nursing topics have appeared since that time. Exploration was needed regarding how MOOCs could be employed to share nursing knowledge with national and international communities. METHOD: Two "Caring Science, Mindful Practice" MOOC sessions were examined. Demographics, learner satisfaction, course flow, and perceived usefulness of content were analyzed. RESULTS: Learners from varied backgrounds participated. Higher than expected course activity levels and completion rates suggested effective learner engagement. Excellent course ratings demonstrated that content and delivery methods were effective. Active learners communicated specific plans to apply new knowledge in the future. CONCLUSION: MOOCs facilitate learning where participants learn about topics of interest in nursing and beyond.