| Sumario: | The purpose of this study was to describe and explore the online learning experience through the perceptions of six post-master's Gerontological Nurse Practitioner (GNP) students. Student-respondents were enrolled in an introductory, entirely web-based Gerontological Nurse Practitioner course. Because of the contemporary nature of this pedagogical approach and concomitant dearth of existing nursing research regarding the process of online learning, a Grounded Theory (GT) qualitative methodological approach was utilized. The GT method promotes framework and theory building by systematically collecting and analyzing data from multiple sources. Collected data are subjected to the constant comparative method whereby constant interplay between analysis and ongoing data collection occurs resulting in substantive theory development. Findings concluded students perceived high levels of mutual student-student and student-facilitator computer-mediated interaction which aided online synergistic group formation, coalescence and learning. Students acknowledged that the course facilitator helped set the tone and provide the conditions conducive to engaged virtual learning. Students perceived control over their online learning environment secondary to convenient course accessibility independent of time and place. This independence allowed students to effectively manage their time while balancing life and family commitments. Initially perceived negative technical, software, and e-mail problems related to online learning later became catalysts for group growth and problem solving. GT methodology allowed for the development of a core category and subsequent development of the emerging theory of e-Synergogy. E-Synergogy encapsulates a versatile and dynamic virtual learning environment promoting interactive student-facilitator presence and mutuality which are conducive to engaged virtual learning.
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