| Sumario: | For many RNs returning to school to obtain a higher degree or receive continuing education credit, the optimal choice is to select the type of program that least interferes with their busy lives, online education. Increased flexibility, however, should not be the only criteria for selecting an online course. Despite the sophisticated computerized instruction available, many nurses returning to school can encounter numerous frustrations and barriers because of lack of experience with computerized technology or unfamiliarity with the courseware system. This study examined nursing students' lived experiences during their online course. Additional focus was placed on exploring how the students' online experience differed from their experience as traditional face-to-face students. The study also described perspectives of the course instructor and program administrators regarding online teaching and explored how the instructor facilitates instruction for students.A case study of an Introductory Nursing Concepts and Issues course was utilized to collect data from online-BSN nursing students, course instructor, and program administrators who participated in the online course. Data were collected, after students had completed the course via the Internet, through e-mail and a Blackboard courseware program. Four nursing students, their course instructor, and three program administrators contributed their experiences and perspectives. As the data were analyzed, four themes emerged: (a) pitfalls of technology; (b) differences in learning experiences; (c) collaboration and the group process; and (d) support, feedback, and facilitation.Findings indicate that age affects nursing students returning to school to obtain a RN-BSN degree. The lack of exposure to a computer-based environment can cause extreme frustration and anxiety during the first weeks on the online program, particularly since many students had overestimated their proficiency of their computing skills and are unfamiliar with the responsibilities of an active learning environment. Because faculty expect students to assume responsibility for their active learning in this new learning environment, student and teacher expectations appear to collide resulting in some student's ambivalence that surrounds active learning. Nurse educators should be willing to facilitate students' success. Instead of teachers expecting independent problem solving teachers should provide clear directions for their students.
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