Vol. 24 No. 3 (2010)
Research Articles

Evaluating Student and Faculty Satisfaction with a Pedagogical Framework

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  • Vincent Salyers,
  • Lorraine Carter,
  • Penelope Barrett,
  • Lynda Williams
Vincent Salyers
Laurentian University, School of Nursing
Bio
Lorraine Carter
Laurentian University
Bio
Penelope Barrett
Charles Sturt University
Bio
Lynda Williams
College of New Caledonia-Quesnel
Bio

Published 2010-07-25

Keywords

  • web-enhanced,
  • fully online,
  • pedagogical framework,
  • instructional design

How to Cite

Salyers, V., Carter, L., Barrett, P., & Williams, L. (2010). Evaluating Student and Faculty Satisfaction with a Pedagogical Framework. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 24(3). Retrieved from https://ijede.ca/index.php/jde/article/view/695
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Abstract

Most schools of nursing utilize technology to deliver courses, and entire curricula, through a combination of face to face (f2f), web-enhanced, and fully online strategies. Challenges associated with course delivery may include geographic and technological barriers, lack of instructional design support, inconsistent, inadequate or unreliable support infrastructure, and varying degrees of faculty and student experiences with learning management systems. The purpose of this exploratory study was to evaluate student and faculty satisfaction with two courses structured using a pedagogical framework; identify advantages and disadvantages of the courses; and identify instructional design recommendations for implementation of the framework. Based on results from the study, there is evidence to support use of the ICARE framework in structuring quality, satisfying courses from both student and faculty perspectives.
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