Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)


Educational Foundations & Research


This study explored the lived experience of graduate nursing students enrolled in an interactive television course offered through distance education. Areas of focus were the technology of distance education, instructional strategies, the learning community, and communication. The qualitative research methods of interviewing, observation, and artifact/documentation review were employed. Students reported returning to school for both personal and professional reasons; self-satisfaction was most frequently mentioned. The need to work in a changing health care system was the major professional reason given. Due to multiple role responsibilities which made the participants time- and place-bound, distance education was reported to be the only way the students were able to participate in affordable, quality higher education. Computers appeared to play a major role in the students' learning experience. Commitment by the College of Nursing to deliver the program in an orderly manner was perceived as weak and created anxiety in the students. Student supports such as enrollment services, advisement, library services, and communication channels were present during this distance education event and appeared to be adequate. A variety of teaching/learning strategies used by a dynamic instructor were perceived by the students as being important for their learning.

Included in

Psychology Commons