부산대학교 도서관

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.profnurs.2007.07.003 Byline: Cheryl Holly (a), Timothy J. Legg (a ), Dale Mueller (a ), Deborah S. Adelman (As.) Abstract: This article discusses a number of challenges for faculty as they move into online teaching. These challenges involve the use of a constructivist approach in which faculty must function as facilitators or guides enacting transformative experiences with which learners feel confident and supported in working on their own and with each other rather than in more traditional teacher-centered roles. A unique challenge involves the application of classic educational philosophy to this method of teaching. Author Affiliation: ([cor]) Associate Professor and Director, New Jersey Center for Evidence-Based Practice and School of Nursing, University of Medicine and Dentistry of New Jersey, Newark, NJ (a ) Assistant Professor, College of Health Sciences, Touro University International, Cypress, CA (a ) Assistant Professor, College of Health and Human Services, School of Nursing, California State University at Dominguez Hills, Carson, CA (As.) Associate Professor, State University of New York, College of Technology at Delhi, Delhi, NY