| This case study examines the impact of the development of the use of technology-enhanced learning on the faculty and students in the Associate Degree Nursing (ADN) program at Davidson County Community College (DCCC). In this study technology-enhanced learning refers to the required use of computer-assisted instruction, computerized testing, multimedia, interactive video, and computerized record keeping within the ADN program at DCCC.;Case study methodology based on the work of Stake (1978, 1985, 1994, 1995) and the philosophy of qualitative research (Lincoln & Guba, 1985) was chosen to collect and interpret data. The case for this study was the faculty and second year students in the ADN program at DCCC during the spring quarter of the 1995-1996 school year. Participants included six full time faculty members, thirty-three second year nursing students, and the Dean of Instruction as key informants and the researcher as an observer. The strategies of surveying, interviewing, and observing were used to gather data. With permission, audio tapes of interviews and other data collected were analyzed to determine specific themes and patterns. The written report followed the design outlined by Stake (1985) and provided a description of the case to encourage readers to make connections with research and personal experience.;The conclusions reported in the study addressed the research questions and had meaning for the researcher. The study found that the Health Technologies division chair played an important role in the development of the technology-enhanced learning initiative. The use of technology-enhanced learning also shifted the roles of student and faculty with regard to the teaching and learning process. Recommendations of the study emphasized the need for a project manager and the provision of up-front equipment and training as well as on-going technical support as key factors in the success of the initiative. |
