Title : From educators, for educators: A qualitative study exploring stress, change, and peer-to-peer advice in higher education
Abstract:
Online education has become an integral part of higher education programs. There has been much research demonstrating student satisfaction with online learning, yet there is a lack of focus on how it affects students’ engagement and connection with their classes and classmates. The shift to online education has reshaped learning dynamics, necessitating insights into graduate students’ online experiences to optimize engagement, satisfaction, and ultimately learning. Understanding students’ online experiences will help nurse educators create interactive, connected digital classrooms catering to meet diverse learning needs and styles. This study explores these experiences among 22 graduate nursing students enrolled in asynchronous pedagogy courses, using Sandelowski’s (2010) descriptive qualitative approach to capture a nuanced understanding of their online learning journeys. Data from reflective discussion posts were analyzed through NVivo 14 analysis software, yielding five key themes: Engaged Teaching Strategies, Connected Classroom, Integrated Learning Theories, Effective Course Design, and Misaligned Learning and Technology. Results indicated that students valued active teaching strategies, a supportive learning community, and clear course structures for positive experiences, whereas misalignment in engagement methods and technology led to dissatisfaction. Notably, instructor social presence (TSP) emerged as essential for fostering connections and enhancing student engagement. This study underscores the need for continuous faculty development to foster effective TSP and align course design with interactive, student-centered approaches. Future research should investigate the impact of these factors on actual learning outcomes to further support effective online education practices for graduate-level learners.
