@article{Bergström_2011, title={Shifting the emphasis from teaching to learning: Process-based assessment in nurse education}, volume={12}, url={https://www.irrodl.org/index.php/irrodl/article/view/957}, DOI={10.19173/irrodl.v12i5.957}, abstractNote={<p>Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students’ role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers’ rules and a lack of creativity due to the limited role of ICT merely as a container of content.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)==’function’){jsCall();}else{setTimeout(’jsCall()’,500);}" type="hidden" />}, number={5}, journal={The International Review of Research in Open and Distributed Learning}, author={Bergström, Peter}, year={2011}, month={Jun.}, pages={108–124} }