Is Computer Replaces Teachers?
Instructional D esign Thought Processes of Expert Nurse Educators
Monty D. Gross
Dissertation submitted to the faculty of the
Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of
Doctor of Philosophy in Curriculum and Instruction
Katherine Cennamo, Chair
Peter Doolittle
Barbara Lockee
Susan Magliaro
Novem ber 10, 2006
Blacksburg, VA
Key words: instructional design, models, nursing education, developmental research
Copyright 2006, Mon ty D. Gross
Instructional D esign Thought Processes of Expert Nurse E ducators
Monty D. Gross
A bstract
This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master 's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research.
Qualitative data sources included interviews, think -aloud protocols, and artifacts.
Interviews and think-aloud protocols were audio-taped, transcribed, and memberchecked. Artifacts, such as course packets and participant -authored books or interactive
CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between -subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that t he participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material.
However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships , and
Monty D. Gross
Dissertation submitted to the faculty of the
Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of
Doctor of Philosophy in Curriculum and Instruction
Katherine Cennamo, Chair
Peter Doolittle
Barbara Lockee
Susan Magliaro
Novem ber 10, 2006
Blacksburg, VA
Key words: instructional design, models, nursing education, developmental research
Copyright 2006, Mon ty D. Gross
Instructional D esign Thought Processes of Expert Nurse E ducators
Monty D. Gross
A bstract
This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master 's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research.
Qualitative data sources included interviews, think -aloud protocols, and artifacts.
Interviews and think-aloud protocols were audio-taped, transcribed, and memberchecked. Artifacts, such as course packets and participant -authored books or interactive
CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between -subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that t he participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material.
However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships , and
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