Issues of Students In Distant Education Resources Needed for Distance Education in Nursing
As the realm of distance education has expanded, especially in the field of nursing, the resources required to effectively deliver and support these programs have become more defined and crucial. Faculty development stands at the forefront of these requirements. Effective faculty training is essential for transitioning from traditional classroom settings to online environments. To support this shift, colleges often provide funding for faculty to develop their multimedia skills through various training programs, both on and off-campus. In the case of the College of Nursing, a significant milestone was achieved with the aid of a seed grant from the South Carolina Commission on Higher Education (CHE), which played a pivotal role in launching their initial online course.
This funding not only facilitated the creation of online courses but also enabled faculty members who participated in the initial development to offer instructional development sessions to their colleagues. Such collaborative efforts are integral in spreading the expertise necessary for effective online teaching. Additionally, the college ensures that every faculty member has access to a Blackboard site for each course they teach, regardless of whether the course is delivered traditionally or through distance education.
Despite these advancements, the institution has maintained a traditional stance on faculty workload, not offering reduced teaching loads or extra credit for those who engage in distance education. This approach underscores the view that distance technology is simply an alternative delivery method rather than a fundamentally different educational approach.
The technological infrastructure required for distance education also involves significant investment. This includes robust learning management systems (LMS) like Blackboard, which are essential for managing course materials, assignments, and communications. Furthermore, the development of multimedia content, including video lectures and interactive modules, requires specialized software and hardware. The need for consistent updates to ensure the relevance and accuracy of course content, especially in rapidly evolving fields like pharmacology, adds another layer of complexity and resource demand.
Issues Related to Student Perspectives of Distance Education in Nursing
From the student’s perspective, distance education presents a unique set of challenges and considerations, particularly for those in nursing programs. Many distance education students juggle multiple responsibilities, including coursework, employment, family, and household management. This multifaceted balancing act highlights the importance of designing distance education programs that are flexible and accommodating to these diverse demands.
For distance education to be truly effective, a shift in traditional teaching methods is necessary. Both faculty and students must become proficient with the available technology to fully leverage the benefits of online learning. De Bourgh (2003) suggests several strategies to enhance student satisfaction in distance education courses, including offering multiple modes of contact such as email, online discussion boards, and virtual office hours. Additionally, providing an online tutorial at the beginning of the course can help students navigate the technology and course materials more effectively.
Student-centered learning is a critical component of successful distance education (Kennedy, 2002). This approach focuses on educational distance rather than physical distance, emphasizing the importance of engaging students in a personalized and collaborative learning process. By prioritizing educational distance, faculty can create a more interactive and supportive learning environment that goes beyond mere geographic separation.
A significant concern for students is the timeliness of course content. For example, in courses like pharmacology, information can become outdated quickly. While faculty can provide clarification, it is ideal to present updated information from the outset. To address this, some institutions, including the College of Nursing, use videotaped sessions selectively and retape courses annually to ensure the content remains current.
Another challenge in distance education is the review of exams. Unlike traditional classroom settings where students can review tests and discuss missed questions, distance education formats may lack this opportunity. Providing time for students to review exams, either on-campus or virtually, can help alleviate this issue and enhance the learning experience.
Technological problems are often cited as a major frustration for distance education students. Issues such as software compatibility, broken links, and difficulties accessing course materials can significantly impact the learning experience. Institutions must address these challenges by providing comprehensive technical support. For instance, at USC, students have access to live help during regular hours and can reach out via email for after-hours support. However, as online learning opportunities grow, there is a need for 24/7 technical assistance to support the increasing number of students.
Hybrid courses that combine online and face-to-face elements, as well as “warmer” media such as videoconferencing and online chat discussions, can foster greater interaction among participants (Atack, 2003). Faculty should also ensure that students are comfortable with the technology used in their courses by including an orientation module that introduces both the technological tools and self-directed learning strategies. This module should also incorporate community-building activities to help students connect with one another and set clear expectations for the course.
An effective online community is essential for a successful distance education experience. Faculty play a crucial role in nurturing this community by designing and sequencing interactive learning activities that foster engagement and collaboration (Carr & Farley, 2003). By addressing these aspects of distance education, faculty can integrate the necessary components to achieve course objectives and enhance the overall learning experience.
Student evaluations provide valuable feedback for improving distance education programs. At USC, distance education students complete the same course evaluation forms as their peers in traditional formats, with additional questions related to the distance education experience and technical difficulties. This feedback is crucial for refining and advancing the quality of distance education offerings.
The College of Nursing remains committed to distance education, recognizing its role in addressing the nursing shortage and the growing information needs in the field. By leveraging various delivery methods—including closed circuit television, VHS tapes, videoconferencing, teleconferencing, compressed video, and online courses—the college has established itself as a leader in distance education, both on campus and nationally. This commitment ensures that students who might otherwise be unable to pursue advanced education have the opportunity to enroll in nursing courses and earn their degrees.