Students with Special Needs for Distant Learning In Nursing Distance education (DE) has revolutionized nursing education by offering flexible learning opportunities that can accommodate the busy schedules of nursing students. However, as DE becomes more widespread, nursing programs must also ensure they meet the needs of students with special needs, provide comprehensive technical support, and offer adequate course resource support. This article explores the specific challenges and solutions associated with supporting students in distance learning, particularly those with special needs, and ensuring the availability of technical and course-related resources.
Who are Students with Special Needs?
In the context of distance education, students with special needs include individuals who have disabilities that require accommodations to access and participate in learning. These disabilities may include:
- Physical Disabilities: Students with mobility impairments or those who require assistive devices for computer use.
- Sensory Disabilities: Students who are blind or visually impaired, or deaf or hard of hearing.
- Cognitive Disabilities: Students with learning disabilities or neurological conditions that affect their ability to process information.
Providing accessible learning materials and environments for these students is crucial for their success in distance learning programs. However, the U.S. has made relatively limited progress in ensuring DE accessibility, despite some efforts, such as the government mandate for accessible web content on government websites for the blind and mobility-impaired (Farrell, 2001). The design of DE materials, including course websites and learning platforms, must adhere to accessibility principles to ensure that students with special needs can fully participate in educational opportunities.
Accessibility Standards and Resources
To improve accessibility, general web design principles that prioritize usability and accessibility should be followed when developing DE materials. These principles include:
- Screen reader compatibility for visually impaired students.
- Closed captioning and transcripts for audio or video materials to accommodate hearing-impaired students.
- Keyboard navigability for students who cannot use a mouse due to mobility impairments.
Disability interest groups, such as Blind Citizens Australia, have contributed to the creation of principles that make online courses more accessible (Farrell, 2001). Additionally, links to information about adaptive technologies—such as screen readers, voice recognition software, and alternative input devices—can serve as valuable resources for students with disabilities in DE programs.
Providing Technical Support in Distance Learning
Technical support is a critical component of successful DE programs. Without it, students can quickly become frustrated, especially during the first few weeks of a course when they are learning to navigate the learning management system (LMS), establish internet connections, and troubleshoot hardware or software issues. Ongoing technical support is essential to maintaining student satisfaction and ensuring teaching effectiveness.
Key Elements of Technical Support
- Centralized Support Center: Ideally, a centralized technical support center should be available to assist students 24/7. This support should cover common software and hardware issues and be equipped to troubleshoot problems related to internet connectivity, LMS navigation, and access to course materials. Some institutions, like Macquarie University in Australia and the London School of Economics, have partnered to provide 20-hour technical support by leveraging time zone differences to cover each other’s students (Farrell, 2001).
- Multiple Channels of Access: Students should be able to access support via toll-free numbers, email, or pager systems, and be given clear instructions on how to contact support staff. Having multiple channels available ensures students can receive help when they need it most.
- Proactive Problem-Solving: For internet-based courses, technical support personnel should be equipped to troubleshoot problems with internet service providers, network connections, and device compatibility. It is crucial for support teams to ask students about their computer setup, as many students may unknowingly use outdated or incompatible hardware. For instance, Cobb and Mueller (1998) found that despite instructions regarding the required computer specifications, some students persisted in using incompatible home computers, which caused access issues.
- Computer Literacy Support: Many incoming DE students may overestimate their technical skills or underestimate the technological demands of their program. Providing resources such as troubleshooting tips, FAQs, and online tutorials that demonstrate basic computer skills—like sending email attachments, using drop boxes in LMS platforms, and conducting online research—can greatly reduce the need for technical support and increase students’ comfort with the online learning environment (Cartwright & Menkens, 2002).
- Peer Support Networks: In addition to formal technical support, many students develop informal peer support networks, where classmates assist one another with technical issues. These networks provide real-time help and foster collaboration among students, making the DE experience more engaging and less isolating (Rossiter & Watters, 2000).
Course Resource Support in Distance Education
Students in DE programs often lack the immediate access to campus resources that their on-campus peers enjoy. To bridge this gap, institutions must ensure that DE students receive the same level of support, albeit through different delivery methods.
Key Areas of Course Resource Support
- Remote Access to Support Offices: DE students should be able to interact with support offices (such as financial aid, advising, and registration) without needing to visit the campus. Institutions can either designate a special office for handling DE students or allow DE students to contact existing offices through phone, email, or online portals. Kazmer (2002) found that students prefer having a single point of contact for their needs, as it streamlines communication and reduces the need to explain their situation repeatedly.
- Extended Office Hours: Given that many DE students engage in coursework outside of typical business hours, support offices should offer extended hours. A study by Cartwright and Menkens (2002) found that more than 40% of DE students were online between 10:00 pm and midnight during the week, highlighting the need for support outside of the traditional 8:30 am to 5:00 pm window.
- Online and Telephone Registration: DE students should have access to telephone or online registration systems that allow them to enroll in courses, add or drop classes, and access other administrative services without needing to be physically present on campus. This convenience can greatly enhance the DE experience by minimizing logistical barriers.
- Advisor Assignment and Continuity: Advisors play a crucial role in supporting DE students. They act as the primary contact for academic and administrative questions, ensuring students remain on track with their coursework and academic goals. Oehlkers and Gibson (2001) report that early assignment of advisors and maintaining continuity in advising can significantly enhance communication and problem-solving, leading to better student outcomes.
- Advertising and Resource Awareness: Institutions must ensure that DE students are informed about the resources available to them. This includes advertising technical support, academic advising, and other student services through university websites, email newsletters, and course syllabi. Additionally, providing detailed instructions on how to access these services helps prevent confusion and ensures students can fully engage with their courses.
Conclusion
Distance education has opened up new opportunities for nursing students, but it also presents challenges, particularly for students with special needs and those who may not have immediate access to on-campus resources. To address these challenges, institutions must provide comprehensive technical support and ensure that students can access all necessary course resources remotely. This includes creating accessible course materials, offering round-the-clock technical help, and establishing extended hours for support services. By addressing these needs, DE programs can create an inclusive and supportive learning environment for all students, ensuring their success in the digital learning landscape.