Learner Development, Support, Assessment and Evaluation for Online Learning or Distant Education In Nursing

 Nursing and Learner Development, Support, Assessment and Evaluation for Online Learning or Distant Education

Learner Development and Support for Online or Distant Learning In Nursing, Assessment and Evaluation of Online Learning or Distant Learning In Nursing.

Learner Development and Support for Online or Distant Learning In Nursing

    Introducing online education into a program will have a major effect on the delivery of learner support services, especially if the introduction of online education affects more than just a few individual courses. 

    All aspects of the institution's student support services will ultimately be affected and need to be reconsidered to best serve the needs of students who are geographically distant from the campus, as well as those who are on campus (Mills, Fisher, & Stair, 2001; Nelson, 2007). 

    It is a requirement of national higher education accrediting bodies, as well as nursing accrediting bodies, that the academic support services for online students be similar to those available for on-campus students (Baldwin & Burns, 2004). Student support that will need to be reconsidered and redesigned for students who enroll in online programs includes academic advising, tutoring, financial aid, library, and bookstore services. 

    Ensuring that all online experiences are accessible to students with disabilities is another important institutional consideration (Nelson, 2007). The admission and registration processes may also need to be restructured so that students who live at a distance will be able to accomplish these tasks without being physically present on campus. 

    The decision to deliver online education will also result in the need for the institution to make financial decisions regarding tuition costs and any additional student technology or distance education fees. Many universities or colleges automatically charge students oncampus usage fees, such as activity fees and parking fees. 

    Will these fees be waived for students who never come to campus? These decisions and others related to the delivery of student support services will require the consideration and collaboration of numerous departments in the institution so that students will have a quality learning experience. Faculty should proactively address the development needs of students engaging in online learning. 

    Learners who are new to online learning frequently need some initial guidance in how to manage their time when they are taking online courses. The relatively independent nature of online education requires students to understand that they are assuming responsibility for their own learning to an extent with which they may be unaccustomed (Johnston, 2008). 

    They are moving from the structure of the traditional classroom to a more unstructured learning environment that does not necessarily include the physical, face-to-face presence of faculty and peers and the weekly time commitment to attend class. 

    Some students may assume that an online course will be “easier” than a traditional course, a notion that is usually quickly dismissed after the course begins and they become overwhelmed with the independence that an online course allows them in managing their own time to meet their learning needs. 

    It is easy for students to underestimate the amount of self-direction and self-pacing that is needed to be successful in online learning. Faculty can help students by clearly identifying expectations for participation and due dates for assignments (Beitz & Snarponis , 2006; Zsohar & Smith, 2008). 

    If weekly online discussion is expected, this should be stated in the course syllabus. During the first two to three weeks of the course, those students who are not participating in the course should be actively sought out. The lack of participation is likely due to technology issues or the inability to be self-directive in learning (Halstead & Coudret, 2000). 

    Reaching out to the student at this critical point in the course may make a difference in whether the student will be successful in completing the course. Students will also require an orientation to the CMS and any other technology that they may be required to use in their coursework. 

    Although orientation to technology can occur face-to-face or using printed materials, Carruth, Broussard, Waldmeier, Gauthier, and Mixon (2010) developed a 5-day online orientation course for graduate students who lacked sufficient technological skills to be effective learners in their online course. 

    Evaluations indicated that the students had improved technology proficiency and, because attrition for students who did not have the necessary technology skills was reduced, the course is now required. The institution needs to consider how it can provide orientation to technology for distant learners, as well as technology support when students encounter problems. 

    In addition to an orientation to support services, students who enroll in online programs also need an orientation to the institution, school, and program. The institution needs to consider how best to establish relationships and “create a sense of presence” (Nelson, 2007, p. 188) with students who may attend the institution only from a distance yet will obtain a degree and become alumni. 

    Effective use of websites, social networking, and virtual tours of the campus can help form connections that will lead to satisfactory student institution relationships. The “Facebook effect” can promote social networking that leads to increased engagement, cultivates classroom community, and stimulates intellectual discourse (Hurt et al., 2012).

Assessment and Evaluation of Online Learning or Distant Learning In Nursing

    Faculty and administrators also need to give consideration to how online courses and programs will be assessed and evaluated to determine whether curriculum and program outcomes are being met, as well as for the purpose of continuous quality improvement (Billings, 2000). 

    The effectiveness of online courses and programs can be measured using a variety of methods. As mentioned previously, quality indicators and benchmarks, as well as accreditation standards, provide guidelines for measuring program quality. For example, QM is a not-for-profit organization that sets a “national benchmark for online course design” (Quality Matters [QM], 2014). 

    Although faculty performance is not assessed, faculty are trained to conduct collegial and collaborative peer reviews to determine if the standards are met in online and blended learning courses. Faculty may become certified peer reviewers by successfully meeting the requirements through online or face-to-face training. Courses that meet the standards may carry the QM certification mark. 

The standards for the QM rubric include:

• Course overview and introduction

• Learning analytics

• Assessment and measurement

• Instructional materials

• Course activities and learner interaction

• Course technology

• Learner support

• Accessibility and usability

    A systematic evaluation plan can be established that will foster continuous, ongoing quality improvement efforts in all aspects of program delivery: institutional support, faculty satisfaction, student satisfaction, adequacy of technology and student faculty support services, and effectiveness in meeting expected learner outcomes, including a comparison to traditional course offerings. 

    Data regarding student enrollment numbers, academic progression, and graduation can be compiled to address retention concerns. Data related to established program outcomes can be collected to demonstrate effectiveness of selected pedagogical strategies (Broome, Halstead, Pesut, Rawl, & Boland, 2011; Hunter & Krantz, 2010). Rubrics can also be established to assist faculty with their own and peer review of their online courses (Blood-Siegfried et al., 2008).