Self-efficacy and Satisfaction With Teaching in Online Courses.

Hampton, D; Culp-Roche, A; Hensley, A; Wilson, J; Otts, JA; Thaxton-Wiggins, A; Fruh, S; Moser, DK

Self-efficacy and Satisfaction With Teaching in Online Courses.

Hampton, D Culp-Roche, A Hensley, A Wilson, J Otts, JA Thaxton-Wiggins, A Fruh, S Moser, DK

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Publisher:: Ovid Technologies (Wolters Kluwer Health)
Publication Type:: Journal Article
Citation:: Nurse educator, 2020, 45, (6), pp. 302-306
Issue Date:: 2020-11

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Field	Value	Language
dc.contributor.author	Hampton, D
dc.contributor.author	Culp-Roche, A
dc.contributor.author	Hensley, A
dc.contributor.author	Wilson, J
dc.contributor.author	Otts, JA
dc.contributor.author	Thaxton-Wiggins, A
dc.contributor.author	Fruh, S
dc.contributor.author	Moser, DK
dc.date.accessioned	2021-05-05T01:00:34Z
dc.date.available	2021-05-05T01:00:34Z
dc.date.issued	2020-11
dc.identifier.citation	Nurse educator, 2020, 45, (6), pp. 302-306
dc.identifier.issn	0363-3624
dc.identifier.issn	1538-9855
dc.identifier.uri	http://hdl.handle.net/10453/148659
dc.description.abstract	BACKGROUND:Growth of online education has increased the demand for satisfied educators with perceived self-efficacy in online teaching. Teaching self-efficacy is an indicator of the belief that one can make a difference in student learning outcomes. PURPOSE:The aim of this study was to examine the level of teaching self-efficacy and satisfaction of online nursing faculty. METHODS:This study used a descriptive cross-sectional survey design. Faculty satisfaction was measured by the Online Instructor Satisfaction Measure, and self-efficacy for online teaching was measured by the Michigan Nurse Educator's Sense of Efficacy for Online Teaching instrument. RESULTS:The sample included 100 faculty in multiple schools of nursing who taught at least 1 online course in RN to BSN or graduate nursing programs. Overall, participants had relatively high levels of online teaching self-efficacy and satisfaction. CONCLUSIONS:Teacher self-efficacy can be facilitated through faculty development and increased experience teaching online.
dc.format	Print
dc.language	eng
dc.publisher	Ovid Technologies (Wolters Kluwer Health)
dc.relation.ispartof	Nurse educator
dc.relation.isbasedon	10.1097/nne.0000000000000805
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing, 1303 Specialist Studies in Education
dc.subject.classification	Nursing
dc.title	Self-efficacy and Satisfaction With Teaching in Online Courses.
dc.type	Journal Article
utslib.citation.volume	45
utslib.location.activity	United States
utslib.for	1110 Nursing
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
dc.date.updated	2021-05-05T01:00:33Z
pubs.issue	6
pubs.publication-status	Published
pubs.volume	45
utslib.citation.issue	6

Abstract:

BACKGROUND:Growth of online education has increased the demand for satisfied educators with perceived self-efficacy in online teaching. Teaching self-efficacy is an indicator of the belief that one can make a difference in student learning outcomes. PURPOSE:The aim of this study was to examine the level of teaching self-efficacy and satisfaction of online nursing faculty. METHODS:This study used a descriptive cross-sectional survey design. Faculty satisfaction was measured by the Online Instructor Satisfaction Measure, and self-efficacy for online teaching was measured by the Michigan Nurse Educator's Sense of Efficacy for Online Teaching instrument. RESULTS:The sample included 100 faculty in multiple schools of nursing who taught at least 1 online course in RN to BSN or graduate nursing programs. Overall, participants had relatively high levels of online teaching self-efficacy and satisfaction. CONCLUSIONS:Teacher self-efficacy can be facilitated through faculty development and increased experience teaching online.

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http://hdl.handle.net/10453/148659