Nursing and Emerging Trends in Distance Education, Adapting Teaching, Needs Assessment Before Starting and Teacher’s View About Electronic Classroom
Emerging Trends in Distance Education and Nursing
A recent trend in distance education is massive open online courses (MOOCs) (Bonvillian & Singer, 2013). MOOCs enroll thousands of students in online courses that are generally free (DeSilets & Dickerson, 2013). Although the business models are still emerging on MOOCs, some that have been proposed include offering “badges,” which are certificates for verified completion of the course (DeSilets & Dickerson, 2013; Pirani, 2013).
Although still in its infancy, the first accredited MOOC-based degree program in a field outside of health care launched in 2014 ( Mazoue , 2014), and the notion of MOOCs for credit remains an area with rapid change predicted.
Another driving force affecting distance-delivered courses is the mandate for programs that deliver education across state lines to be approved within that state (Poulin & Boeke, nd). In 2010 the US Department of Education released its original mandate that programs receive state authorization to deliver programs across state lines.
At this writing, the federal mandate calling for state authorization has been vacated, and, although it is expected that it will be reinstated at some future date, state regulations that require authorization for delivery of distance programs are still in place.
For institutions that plan to deliver their programs across state lines, a clear understanding of the requirements for obtaining approvals to deliver academic credit programs within the states where students may be served is necessary.
Adapting Teaching for Distance Education In Nursing
Although there are differences in the technology and intricacies of various distance education delivery systems, there are commonalities that should be considered regardless of the medium used. Primary to teaching through a distance delivery system is the understanding that there must be modifications to the style of teaching and to the materials used (Bower, Dalgarno, Kennedy, Lee, & Kenney, 2014).
Planning as a team rather than individually, emphasizing content rather than process, and using a syllabus to cohesively link content are important elements of the distance education planning process. Faculty will take on the role of a facilitator or a guide in distance education ( Keengwe & Kidd, 2010).
In
addition, faculty must ensure that distance-delivered courses include
opportunities for active learning, feedback, and interaction with faculty and
classmates, as well as creating an environment that respects diversity of
learning styles and opinions. Although extensive supports are needed to help
faculty in the use of technology, faculty must still possess a baseline in
technological capabilities as well as organizational planning.
Needs Assessment Before Starting Distant Education In Nursing
Before a distance education program is initiated, a market analysis of the need for its introduction into the proposed geographic area should be conducted to ensure adequate student enrollment numbers. Nursing education administrators have embraced distance learning because there is perceived need and demand for it.
A move forward with the curriculum implies a commitment from the university that students will be able to complete a significant portion, if not all, of the academic or continuing education program through distance instruction. In addition, the target audience needs to be considered with regard to the availability of technology and access to high-speed Internet.
Because so many of the current distance technologies rely on high-speed Internet, knowing where potential users have broadband access will dictate to a certain extent the strategies that will be selected. Requiring students to have a minimum level of high-speed Internet connection is one way to ensure that students will be able to use the latest technologies deployed.
Following a careful market analysis of the need for the
distance course or program, resources for implementing a marketing plan to
introduce the course or program in a new geographic area will likely be
necessary to ensure adequate registration. Once the program has been initiated,
student satisfaction serves as the best method of promoting the program.
Teacher’s View About Electronic Classroom In Nursing
The classroom remains an essential component of distance education delivery. However, the increasing number of web-based courses and online supplements is changing how the classroom is used for distance instruction. When electronic classrooms are needed to support all or portions of a course, the commitment to technology and the site must be considered as a long term investment because the cost of equipping the facility will be substantial.
A newly designed classroom may comprise complete multimedia systems, including computerized presentation systems and wired and wireless high-speed data networks. Visual presentation can be at the touch of a button from a single touch-panel control module.
Camera control, DVR, DVD, Blu-ray DVD, CD, electronic whiteboard, and other computer-based presentation devices are typically integrated into the classroom design for quick and easy access.
In addition, portable video conferencing and audiovisual equipment that can be moved to different locations gives flexibility for use in a wide variety of instructional spaces, while still using state-of-the-art technologies. Although the need for advanced classroom technology is still present, particularly with programs that blend onsite delivery with remote delivery or use of institutionally based video conferencing, increasingly faculty can teach many portions of their content from their offices or even from home.
To teach from alternate locations requires that the faculty member still have access to state-of-the-art computers with audio and video capabilities, high-speed Internet access, and technical support. With such supports in place, the faculty member may choose to teach from literally anywhere.
When the opportunity to select a totally new site within a geographic area exists, its location should be considered with respect to its centrality to population, access to public transportation, and relationship to library and computing resources. Most institutions opt to have the origin site located on an existing campus.
With the commitment to distance delivery of academic programming, there must also be a financial commitment to infrastructure, including data networks and computing resources for hardware, software, ongoing faculty development and support, and instructional media.
Personnel for technical support must also be included in this plan. Orientation to technology and ongoing development are needed for faculty teaching distance education courses. Faculty must intricately understand the delivery mechanism to give full attention to the learners instead of the technology.
Formative development is a desired approach because it improves specific instructional strategies and ensures a strong learning focus. If faculty are given an orientation early in their commitment to teach at a distance, they will have time and opportunity to incorporate innovative tactics into their course design and presentation style and to develop teaching materials appropriate to the technology.
Continuous and formative evaluation throughout the course of instruction helps ensure that teaching strategies are being implemented appropriately and that learning focus is maintained.
Formative evaluation provides opportunities for adjustments and modifications to both teaching and learning so faculty and students can maintain good social presence in the learning environment for the duration of the course.
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