Nursing Colleges and Role of Faculty Distance Education in the College of Nursing
Distance education has significantly transformed the landscape of nursing education, providing new opportunities and addressing unique challenges. The journey of distance education in nursing can be traced back to innovative early initiatives, such as those undertaken by the University of South Carolina College of Nursing (CON). In the spring semester of 1984, the College introduced its first distance education course, Nursing 700: Theoretical and Conceptual Foundations for Nursing. This graduate-level course was broadcasted live via closed-circuit television, reaching nine regional campuses and 31 hospitals across the state. During these sessions, students communicated with the instructor and peers through telephone talk-back systems, marking the beginning of a new era in nursing education.
Over the next decade, the CON expanded its distance education offerings significantly. By 1994, the College had incorporated a state-of-the-art television complex designed to enhance the delivery of remote learning. This complex featured a 52-seat studio equipped with a wide-screen projector, multimedia technology, and a presenter-driven computer capable of delivering rich, interactive presentations that included text, sound, full-motion video, and animation.
The year 2000 marked a pivotal shift as the CON began developing online courses to cater to the growing needs of remote students. The first online course, Nursing 410: Nursing Research, was a collaborative effort among the three campuses of the USC system. This course set the stage for further expansion into online learning, with several other courses in the RN-BSN program and a PhD seminar course transitioning to the online format.
Currently, the majority of distance education courses at CON are offered at the graduate level, including master’s and doctoral programs. These courses are delivered via satellite to students who are located at various distance sites, with occasional on-campus attendance required for specific activities such as presentations and exams. To minimize travel burdens on students, faculty typically limit on-campus sessions to no more than two per semester, recognizing that students may need to travel substantial distances to attend.
Despite the progress, CON has yet to offer any courses entirely online, preferring a hybrid approach that combines online learning with in-person interactions. This blended model allows for the flexibility of distance education while maintaining some level of traditional classroom engagement.
The Role of Faculty in Distance Education
The role of faculty in distance education is multifaceted and requires proficiency in both technology and pedagogical strategies. As nursing education continues to evolve, faculty members must adapt to various modes of delivery, including satellite broadcasts, video conferencing, and online platforms. Here, we explore the key responsibilities and skills required for faculty members in distance education.
Technology Proficiency
Faculty must be adept at using the technology that facilitates distance education. In the case of satellite broadcasts, the Distance Education and Instructional Support (DEIS) team at USC provides technical assistance, including setting up studios and operating cameras. Faculty members, however, need to understand the limitations of these technologies, including the use of touch screens to switch visuals and the impact of color and font size on broadcast quality.
Similarly, when conducting video conferencing or preparing content for video streaming, faculty must ensure that materials are presented clearly and effectively. This involves understanding how to adapt classroom content for video formats and ensuring that students can engage with the material without technological barriers.
Online Course Management
For online courses, faculty members must be familiar with course management software and the process of posting content. At USC, the decision was made to use universal HTML formats for online courses, allowing students to access course materials using any standard web browser without the need for additional software like Microsoft Word or PowerPoint.
In transitioning to online education, faculty must also adapt to changes in the faculty-student relationship. Distance education experts (Harasim et al., 1995; Haughey & Anderson, 1998; Kearsley, 2000; Palloff & Pratt, 1999) emphasize the need for faculty to engage students in more active learning through moderated discussions and exploration of online resources. This requires faculty to design thought-provoking questions, assess student learning in nontraditional ways, and foster interactivity between faculty and students (Moore, 1989; O’Neil, Fisher, & Newbold, 2004).
Creating a Social Presence
One of the critical aspects of successful distance education is establishing a social presence. Social presence refers to the degree to which students perceive their instructors as real and feel their presence in the virtual classroom (Gunawardena & Zittle, 1997). To create a sense of connection, faculty can post biographical information, photos, and regular updates on course management platforms like Blackboard. This approach helps bridge the gap between remote learners and instructors, fostering a more engaging and supportive learning environment.
Balancing Flexibility and Interaction
The hybrid model of distance education, which combines online learning with occasional face-to-face interactions, presents a balanced approach to remote education. While this model provides flexibility and convenience for students, it also allows for essential in-person engagements that enrich the learning experience. Faculty must manage this balance effectively, ensuring that students benefit from both the flexibility of online learning and the interpersonal interactions of traditional classroom settings.
Conclusion
The integration of distance education into nursing programs represents a significant advancement in educational delivery, offering new opportunities for reaching students across diverse locations. The University of South Carolina College of Nursing’s pioneering efforts in distance education, from early television broadcasts to contemporary online courses, exemplify the ongoing evolution of nursing education.
Faculty members play a crucial role in this transformation, requiring a blend of technological proficiency, pedagogical innovation, and effective communication. As nursing education continues to adapt to the demands of remote learning, the role of faculty will remain central to ensuring that students receive a high-quality, engaging, and supportive educational experience.
In conclusion, distance education in nursing colleges offers both challenges and opportunities. By embracing technological advancements and adopting effective teaching strategies, nursing faculty can provide students with the knowledge and skills needed to excel in their profession, regardless of their geographical location.