Abstract
There is a growing demand for masters prepared nurses to meet the health care needs of the population. However, adult students find that multiple role responsibilities make it difficult to participate in the leisurely pace of the youth-centered model of traditional higher education. Courses in virtual classrooms on the Internet have been established to provide more convenient access to graduate nursing education. However, few attempts at systematically investigating and rigorously assessing the experiences of graduate students involved in courses in virtual classrooms on the Internet have been published. Disciplined investigation of students' experiences is warranted in order to fully explore the meaning of these experiences to those directly involved. The questions posed for this study were: How do students in masters in nursing courses experience education as a member of a virtual classroom on the Internet? What meanings do they attach to that experience? A qualitative inquiry using an interpretive phenomenologic design was used.
Sigma Membership
Xi Nu
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Distance Learning, Nursing Students, Educational Software
Advisor
Diane M. Billings
Degree
PhD
Degree Grantor
Indiana University
Degree Year
2001
Recommended Citation
Mueller, Carla L., "Masters in nursing students' experiences as a member of a virtual classroom on the internet" (2019). Dissertations. 411.
https://www.sigmarepository.org/dissertations/411
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2019-03-08
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3024230; ProQuest document ID: 275813692. The author still retains copyright.