Applying the Principles of Significant Learning in the e-Learning Environment

• Published in: The Journal of nursing education Vol. 47; no. 2; pp. 82 - 86
• Main Author: Magnussen, Lois
• Format: Journal Article
• Language: English
• Published: Thorofare, NJ SLACK Incorporated 01.02.2008; SLACK INCORPORATED
• Subjects: Active learning; Adult Learning; Andragogy; Attitude of Health Personnel; Computer User Training - methods; Course Content; Curricula; Curriculum; Discovery Learning; Distance Education; Distance learning; Doctoral Programs; Education, Nursing, Graduate - organization & administration; Educational Environment; Educational Research; Educational Technology; Electronic Learning; Empathy; Faculty, Nursing - organization & administration; Feedback, Psychological; Health Knowledge, Attitudes, Practice; Humanism; Humans; Hygiene; Independent study; Internet - organization & administration; Interprofessional Relations; Knowledge; Learning; Learning Activities; Learning Modules; Learning Strategies; Learning Theories; Models, Educational; Nursing education; Online instruction; Outcomes of Education; Philosophy, Nursing; Planning Techniques; Program Development; Psychology, Educational; Research Methodology; Revision (Written Composition); School environment; Skills; Students; Students, Nursing - psychology; Taxonomy; Teacher Role; Teachers; Teaching Methods; Virtual Classrooms; Web Based Instruction; United States > US
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20080201-03

E-learning technologies in education use adult learning theories that view the educator as a facilitator of learning and an assessor of outcomes. The change to this technology requires a shift in the focus of a course from the educator to the subject. The experience of one faculty member involved in an implementation of an online program is used to demonstrate the application of Fink's principles of significant learning in the virtual environment. Fink urged faculty to create learning-centered courses, as opposed to content-centered courses. The taxonomy of six course components he proposed as necessary to significant learning are foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Fink's taxonomy of significant learning can be used as a framework to focus course planning and assessment of student outcomes as courses are adapted to a Web-based environment.