Myths About Web Based Courses In Nursing Debunking Myths About Web-Based Courses in Nursing Education
Web-based courses have become increasingly popular in nursing education, offering flexibility and accessibility that traditional classrooms often can’t match. However, several myths surround these online courses, creating misconceptions that can hinder their adoption and effectiveness. In this detailed exploration, we will address three prevalent myths about online courses, focusing on their impact on faculty workload, institutional costs, and the ability to foster personal connections with students.
First Myth: Faculty Can Accommodate More Students by Using Technology
One of the most damaging myths about online courses is the belief that technology will allow faculty to accommodate a significantly larger number of students without increasing their workload. This misconception often leads to unrealistic expectations and undue pressure on educators.
The Reality: Increased Workload and Preparation
While it’s true that web-based courses can reach a broader audience, they do not necessarily reduce faculty workload; in fact, they can increase it. Initially, creating an online course requires substantial upfront effort. Unlike traditional courses, where lectures are prepared week by week, online courses demand that all course materials, including modules and assignments, be fully developed and uploaded before the semester begins. This intense front-end work contrasts with the more gradual preparation required for face-to-face classes.
For example, when a nursing informatics course transitioned to an online format, enrollment surged from 7 to 25 students. While this expansion indicates the potential of online courses to attract more students, it also underscores the increased demand on faculty to manage a larger and more complex virtual classroom environment. The web-based format shifts the workload distribution, with significant efforts concentrated at the course’s outset, followed by a more manageable workload during the semester.
Managing Discussion Boards
An area where online courses can become particularly overwhelming is in class discussions. In a traditional classroom setting, discussions are limited by class time. However, in an online course, discussions can proliferate uncontrollably. For instance, in one of my online courses with 26 students, there were over 1,276 entries on the discussion board within the first three months. Such volumes can significantly burden both instructors and students.
Methods to Concise Online Discussion
To manage online discussions effectively, consider these strategies:
- Private Comments: Encourage students to send supportive comments to each other via private email rather than posting publicly. This reduces unnecessary clutter on the discussion board and ensures that only relevant, substantive comments are shared with the entire class.
- Work Groups: Break larger classes into smaller work groups, each with a private discussion forum. Assign discussion topics and tasks within these groups to limit the reading workload for each student. This approach also helps manage the overall volume of discussion posts.
- Non-Course-Related Conversations: Create a separate forum for non-course-related conversations. Label it something like “Coffee House” or “Networking Forum” to provide a space for students to share personal stories and network without cluttering the academic discussion areas.
- Initial Engagement: Design the course to encourage participation from the very first day. Require students to introduce themselves in the course forum, share their background, and discuss their professional interests. This initial engagement helps build a sense of community and encourages ongoing interaction throughout the course.
Second Myth: Using Technology Saves the Institution Money
Another prevalent myth is that online courses will save institutions significant amounts of money by reducing the need for physical classroom space and resources.
The Reality: Complex Financial Implications
While online courses may reduce the need for physical classroom space, the cost savings are not always as substantial as anticipated. The belief that large class sizes will lead to significant savings is often misguided. Successful online programs typically maintain reasonable student-to-faculty ratios to ensure timely feedback and support. Overloading instructors with large numbers of students can lead to decreased quality of interaction and support, potentially driving students to seek alternatives.
Cost Considerations
Institutions may save on costs associated with maintaining physical classrooms and facilities. However, these savings are often offset by the expenses involved in developing and maintaining online courses. For instance, the initial development of an online course can be time-consuming and costly, requiring investment in technology, course design, and faculty training.
Moreover, while online courses may attract out-of-state or international students willing to pay higher tuition fees, this is not universally applicable. Many institutions offer reduced tuition rates for online students to remain competitive. Additionally, the need for ongoing technological support and course updates can add to the overall costs.
Faculty Time and Development
The myth that technology saves faculty members’ time has also been debunked. The development and delivery of online courses often require a significant investment of time. In the early stages of teaching online, faculty members may spend extensive hours learning the technology, creating content, and developing new teaching strategies. As technology has advanced, the efficiency of teaching online courses has improved, but the time commitment remains comparable to traditional classroom settings.
Third Myth: Online Teachers Cannot Know Students Personally
A common myth about online courses is that teachers cannot form personal connections with their students in a virtual environment. Critics argue that the lack of face-to-face interaction hinders the development of meaningful relationships between instructors and students.
The Reality: Building Personal Connections Online
Contrary to this myth, online teachers can and do build strong personal connections with their students. While video technology and in-person meetings are not always available, online educators have various tools at their disposal to foster personal interactions.
Effective Communication
Online teachers often engage in regular, personalized communication with students through email, discussion forums, and virtual meetings. By actively participating in discussions, responding to student inquiries, and providing personalized feedback, instructors can create a supportive and engaging learning environment. Many online educators report that they get to know their students well, sometimes even better than in traditional classroom settings, due to the more frequent and open communication facilitated by online platforms.
Fostering Relationships
Building personal connections in an online course involves creating opportunities for students to share their experiences, ask questions, and engage in discussions. By encouraging students to introduce themselves, share their professional backgrounds, and participate in meaningful discussions, online teachers can foster a sense of community and belonging.
Conclusion
The myths surrounding web-based courses in nursing education can lead to misconceptions about their effectiveness and the challenges they pose. By debunking these myths, we gain a clearer understanding of the realities of online education and can better address the challenges associated with its implementation.
While online courses offer numerous benefits, including increased flexibility and accessibility, they also require careful planning, effective management, and a commitment to maintaining personal connections with students. By recognizing and addressing these myths, educators and institutions can enhance the quality and effectiveness of web-based courses, ultimately improving the educational experience for all students.