From the Lab and Lecture Hall to the LMS: Strategies, Challenges, and Surprises

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Brief Abstract

Due to COVID-19, nursing and lab-based courses, which were previously taught on campus, were moved online within several weeks.  Participate in an engaging discussion on strategies to train faculty to teach online, develop resources to accommodate online lectures and labs, and  examine the impact on courses traditionally offered online.


Heather Burke is an associate professor in the Department of English at Hondros College of Nursing, and her work focuses on teaching first-year composition, supporting nontraditional students, and developing quality online curriculum.
Adam Bulizak, MA, is the Dean of Academic Quality and Program Development at Hondros College of Nursing. In his role, he oversees distance education, implements educational technology, engages in student and faculty support initiatives, and participates in accreditation activities. He lives in Columbus, OH and originally hails from Binghamton, NY.

Extended Abstract

With COVID-19 becoming a part of our daily lives, higher education has faced and overcome a number of uphill battles while also uncovering new opportunities for learning and engagement. Each institution has been tested in terms of its creativity, reactivity to change, and ability to adapt.  Like others, our institution was faced with the challenge of moving courses never thought to be appropriate for distance learning into the online classroom.  Geared towards those in higher education, together, we will explore our plan of action, the results, and key takeaways.

Prior to the pandemic, the institution's Licensed Practical Nursing (LPN) and Associate Degree in Nursing (ADN) programs offered most nursing and all lab-based courses on campus.  As the state announced required changes to education and its delivery, the institution had to act quickly, over a period of several weeks, to completely shift gears, transitioning aspects of a program that were solely on-ground to a distance learning environment. In our case, the online classroom had to be transformed into an online lecture hall and lab, so students could continue forward in their program without any setbacks.  Like many other institutions, the task seemed daunting, and it required the actions and hours of many to create meaningful changes that would result in positive outcomes, including a quality learning experience for students.

In this presentation, participants will learn about our institution's actions, including our strategy for quickly and successfully training faculty to teach online, developing tools and resources to accommodate lab-based courses online, promoting engagement and delivery strategies for "live" lectures, and positioning current online faculty to act as mentors and guides to those new to the delivery format.  In addition, there will be a focus on some of the surprising impacts to traditionally online course offerings, such as an influence on engagement, student-student interactions, and instructor-student interactions.  Participants will be able to join in on a lively discussion, which focuses on our challenges, successes, and lessons from this rapid change to the curriculum.  This will provide opportunities for collaboration, sharing of best practices, and Q&A.