Abstract
Online teaching is a growing, but not a new, phenomenon. It is most associated with distance education, but it also features in classroom education, in the form of blended learning. During this period of growth in online teaching, there has been time for the development of standards to ensure its quality. Yet the standards that have emerged tend to be derivatives of the standards for conventional, classroom teaching. They do not adequately address the specific demands of online education. Is this acceptable for online teachers? Is it supportive of online students? This contribution to the debate outlines how nurse educators can generate--and are generating--credible standards for their online practice. It identifies flaws in the current guidance for online teachers. It points out that knowledge of standard setting in the health service can support standard setting in higher education. And it highlights that the most useful guidance for the online teacher comes not from the education sector but from the industrial sector, specifically from the IT industry. It finishes on a practical note, describing how nurse educators in the University of Paisley are using these findings to develop standards for their online teaching practice.
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