A comment in the preface of the last edition was that some things are the same and some things are different. In this edition, the conclusion is that some things are the same, and they are the basics of teaching and learning online. However, some things are not only different, they are very different in relation to technology, students, and structure of online learning environments. Some things that are the same are areas of reconceptualization, pedagogy, interaction, course management, assessment of students, and evaluation of courses. In these areas, a review of the literature revealed the most updated best practices, and they are included in this current edition.

The very different things include technology and new structures for teaching and learning. Emphasis on demographics of online learners, expectations of employers, automation, technology, and a focus on lifelong learning is leading to changes in what and how we teach. Institutions of higher learning can no longer teach all the knowledge and skills needed to meet the demands of the employer. Thus, there is a need for lifelong learning and flexible and creative learning environments.

What is on the horizon? In addition to traditional education, massive online open courses (MOOCs), certificates, badges, and stackable degrees will provide education for the purpose of training and retraining. If completed, the new knowledge and skills can be transformed into continuing education or degree programs.

This edition is still about using the web and all its richness to teach students and professional nurses how to use technology and to maintain competency and embrace lifelong learning as a nursing professional. Definitions, history, and best practices for teaching online are described, and they form a foundational knowledge base for teaching (Chapter 1, Introduction to Teaching and Learning in Online Environments). The impacts of demographics, finance, technology, and career development on teaching and learning using alternative teaching structures are identified (Chapter 2, The Impact of New Directions on Teaching and Learning). Pedagogy and the study of learning provides the theory to develop effective educational programs (Chapter 3, Reflections on Pedagogy in Online Instruction). Theories and frameworks that guide the development and use of flexible learning environments are introduced (Chapter 4, Flexible Learning Environments). Guiding structures of online learning, such as interaction and feedback, are applicable when developing traditional and alternative learning environments (Chapter 5, Guiding Structures for New Learning Environments).

Other chapters deal with reconceptualizing course content from face-to-face to an online environment (Chapter 6, Reconceptualizing the Online Learning Environment); creating blended-learning environments (Chapter 7, Practical Applications in Academic Online Learning Environments); developing, teaching, and evaluating professional education (Chapter 8, Practical Applications in Professional Online Learning Environments); and establishing the pedagogical foundations of teaching continuing medical education (Chapter 9, Theoretical Applications of Continuing Education). The technology courseware and software necessary to teach in online environments (Chapter 10, Technical Considerations to Support Learning Environments), manage online learning (Chapter 11, Course Management Methods), and assess and evaluate learning in online environments (Chapter 12, Assessment and Evaluation of Online Learning) are pertinent topics for teaching online. The last chapter (Chapter 13, The Changing Role of the Nurse Educator) introduces the characteristics that the nurse educator needs in developing and teaching in flexible and creative environments and explains how nurse educators are supporting the direction of the future trends for nursing.

We hope you enjoy the practicality of this book and have fun in the process!