Shifting the emphasis from teaching to learning: process-based assessment in nurse education
2011 (English)In: International Review of Research in Open and Distance Learning, ISSN 1492-3831, Vol. 12, no 5Article in journal (Refereed) Published
Shifting from an emphasis on teaching to learning is a complex task for both teachers andstudents. This paper reports on a qualitative study of teachers in a nurse specialist educationprogramme meeting this shift in a distance education course. The study aimed togain a better understanding of the teacher-student relationship by addressing researchquestions in relation to the students’ role, the learning process, and the assessment process.A didactical design comprising three phases focusing on distinct learning outcomesfor the course was adopted. Data were collected through in-depth interviews with teachersand were analysed using inductive thematic analysis. The results indicate a shift towardsa problematising and holistic approach to teaching, learning, and assessment. This shifthighlighted a teacher-student relationship with a shared responsibility in the orchestrationof the learning experience. The overall picture outlines a distance education experience ofprocess-based assessment characterised by the imposition of teachers’ rules and a lack ofcreativity due to the limited role of ICT merely as a container of content.
Place, publisher, year, edition, pages
Athabasca, Canada: Athabasca University , 2011. Vol. 12, no 5
Distance education, higher education, e-learning
Research subject educational work
IdentifiersURN: urn:nbn:se:umu:diva-54032OAI: oai:DiVA.org:umu-54032DiVA: diva2:515155