| Sumario: | A naturalistic study of the experiences of fourteen students in a college of nursing in the Midwest that participated in a computer-based nursing course. Traditional and non-traditional students in the accelerated and basic options and RN completion option made up the convenience sample.Ten students completed the course in their or their parent's home and four in the college computer lab. The primary data collection methods used were interviews, participant observation and document analysis. Results of the inquiry are presented in a case study format, including an inquirer's constructions section that summarized salient issues and their implications. The five major categories that emerged from the inquiry are Computer as Surrogate Teacher, Learning Environment, Technical Issues, Communication, and Student Autonomy. Institutional and student responsibilities in relation to developing or taking computer-based courses are subsequently identified.Educational institutions that participate in electronic education need to evaluate their role in the educational process, particularly with regard to releasing control over student learning and placing students in an active learning role. Principles of andragogy can be used in computer-based education to promote active learning and critical thinking. Development of courseware must be done with an appreciation of the student's experience, level of computer literacy, course requirements, learning style and technical restraints of software and hardware. Communication between students must be encouraged and the electronic means provided by either electronic bulletin boards or chat rooms. Disciplines that require socialization of its constituents need to provide for this experience in some other manner. Students planning to engage in computer-based education must first ensure they have the requisite skills, access to the necessary hardware and the self-discipline to complete such a program of study.
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