Exploring pedagogical competence in a distance education nursing program: A case study
Bibliographic record
Abstract
The proliferation of distance education programs and online learning presents tremendous opportunities to expand nursing educational offerings. The emergence of online learning into nursing education has also resulted in significant changes in pedagogy and institutional leadership. This case study investigates how leaders address pedagogical competence in a nursing program offering distant education courses according to selected national standards. This case study utilizes a triangulation assessment to address two research questions describing the experiences of a nursing program offering online courses. The Contingency Leadership Theory provides the theoretical framework. Data collection methods include a pre-interview assessment survey, telephone interviews of key respondents, and review of additional evidence. The results of this investigation reveal themes derived from data collection including technological environment, pedagogy, and leadership. The findings of this study may assist nursing leadership in their efforts to address pedagogical competence and to provide technological resources as nursing programs design or redesign their online education. Future research suggestions include exploring how pedagogical instructional design skills can be integrated into the course development process and examining the possible connections between pedagogical competence and program outcomes.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.010 | 0.003 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.003 | 0.004 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".