Beyond the Screen: Debunking the Myth that Online Education Means Being Alone

Main Article Content

Lindy Fabry
Ginger King
Brandi Wilford

Abstract

Background: Nursing education has shifted to online learning environments due to rapid advancements in technology and the COVID-19 pandemic. Some nursing educators and students misunderstand that online learning is isolating and lonely.


Method: This literature review explores the impact of online learning on students' emotional well-being and challenges the belief that it is inherently lonely. It examines global events, the growth of online nursing programs, and the myth of online nursing education as isolating and depressing.


Results: Online learning is a popular and effective education method that caters to diverse learners and contexts. The instructor's role is crucial in ensuring student satisfaction and engagement, fostering community and interaction among online learners.


Conclusion: Online learning is a rich and rewarding experience, with supportive instructors. This series will explore ways to break the myth of loneliness and foster community in the online environment.

Article Details

How to Cite
Beyond the Screen: Debunking the Myth that Online Education Means Being Alone. (2024). International Journal of Nursing Education, 16(4), 2-8. https://doi.org/10.37506/47ecs773
Section
Review Article
Author Biographies

Lindy Fabry, College of Nursing and Health Care Professions, Grand Canyon University

Instructor , College of Nursing and Health Care Professions, Grand Canyon University.

Ginger King, College of Nursing and Health Care Professions, Grand Canyon University.

Instructor , College of Nursing and Health Care Professions, Grand Canyon University.

Brandi Wilford, College of Nursing and Health Care Professions, Grand Canyon University.

Assistant Professor , College of Nursing and Health Care Professions, Grand Canyon University.

How to Cite

Beyond the Screen: Debunking the Myth that Online Education Means Being Alone. (2024). International Journal of Nursing Education, 16(4), 2-8. https://doi.org/10.37506/47ecs773

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