Concept of Distance Education In Nursing What is Distance Education at International Levels?
Distance education refers to a broad spectrum of educational practices where the student and teacher are separated by time and space. Early methods of distance education included print media, such as correspondence courses and independent study modules, as well as broadcast television, videoconferencing, and audio conferencing. With the advent of the Internet, these methods have been largely replaced by online teaching, including fully web-based courses, online courses blended with on-site learning experiences, internet videoconferencing, and webinars.
Emerging technologies, such as virtual excursions, e-simulations, and platforms like Second Life, have expanded the scope of distance education, promoting learning “just in time,” regardless of the physical proximity of the learner and educator. Additionally, Massive Open Online Courses (MOOCs) offer another format for delivering nursing content to a global audience (Billings, 2014).
Distance education can be conducted synchronously, where all members of the learning community are present at the same time, using tools like telephones, chat rooms, webinars, or videoconferencing. Alternatively, asynchronous formats allow learners and faculty to interact independently of time, using discussion forums, archived video lectures, blogs, wikis, and other tools provided via a Learning Management System (LMS). Recent advancements in LMS technologies, such as participant authentication, peer learning facilitation, peer review capabilities, small group work, and language translation, have increased the support and accessibility for global distance education.
Distance Education and Application in Nursing
Distance education is increasingly being used to facilitate access to education for learners who may not have the means or ability to travel to the site of instruction. It provides convenience for those who are working while attending school and serves as a tool to recruit new learners. Distance education has become a critical component of nursing education, particularly for offering graduate degrees and certificates, providing continuing education, orienting new staff, and updating competencies in clinical settings.
In addition to its domestic applications, distance education is also employed to internationalize learning experiences for nurses. For example, MOOCs are gaining popularity for attracting a diverse and global audience. Similarly, online courses and archived webinars can be offered worldwide, with the theoretical content delivered from one site and clinical experiences and application of course concepts offered in various global locations.
Issues of Distance Education in Nursing
One of the significant challenges associated with distance education in nursing is the cost of offering such courses, particularly those delivered in settings that require substantial infrastructure investment. These costs include the purchase or lease of software and hardware, adequate bandwidth to support the transmission of images and videos, and technical support to maintain the learning system and user support for course design. Additionally, time and resources are needed to train both faculty and students in using the technology and adapting to new teaching and learning modes. This need for resources may be especially acute in countries where the requisite infrastructure is not yet in place.
Teaching at a distance also requires specific pedagogical approaches to develop and facilitate courses. Faculty orientation is essential, as is the allocation of time for faculty to prepare, design, or redesign their courses (Johnson & Meehan, 2013). Literature reviews have confirmed that distance education is effective, with learning outcomes comparable to those of on-campus instruction (Mancuso Murphy, 2007; Coose, 2010). A study by Broome, Halstead, Pesut, Rawl, and Boland (2011) found that doctoral programs could be effectively delivered at a distance without compromising outcomes.
Learners who participate in distance education are generally satisfied with their learning experience, especially due to the accessibility and convenience of remaining employed in their community while studying at a well-regarded institution located miles away (Leners, Wilson, & Sitzman, 2007). Several nursing and higher education organizations have developed standards, guidelines, and peer review processes to ensure the quality of distance education programs, such as the Alliance for Nursing’s Accreditation Statement on Distance Education Policies (American Association of Colleges of Nursing, 2005) and the Sloan Consortium (Moore, 2011).
Quality indicators for distance education include standards comparable to those on campus, including faculty qualifications, ongoing assessment and evaluation, access to resources, student and faculty support services, and monitoring of student attainment of course and program outcomes. Schools of nursing seeking accreditation for distance education programs must meet the same standards as their on-campus programs or demonstrate how the distance-delivered program meets accreditation standards.
Outcomes of Distance Education in Nursing
Distance education has proven to be a successful method for providing access to academic programs and continuing education and is expected to continue evolving as nursing education becomes more global. As the field of nursing education increasingly adopts internationalized learning approaches, several recommendations have been made for future development:
- Advancement of Infrastructure: There should be continuous development of hardware, software, and infrastructure that facilitates international distance education. This includes ensuring that adequate bandwidth and technology support are available to both educators and learners globally.
- Collaboration and Partnerships: Establishing consortia, partnerships, and collaborative relationships among educational institutions and organizations can help maximize resources for offering distance education programs. These collaborations can also help share best practices and ensure consistency in the quality of education delivered.
- Fostering Global Awareness: Distance education provides a unique opportunity to foster global awareness and respect for diversity. It can achieve this by including a mix of students from different countries and backgrounds in the learning process, creating a more enriching and diverse educational experience.
- New Models of International Course Offerings: Developing innovative models for international course offerings, such as cohort models with on-site learning facilitators who participate in the course and supervise students’ application of course concepts, can help overcome challenges related to distance and access.
- Increasing Funding for International Programs: There is a need for increased funding to develop courses with an international focus and to promote global awareness, networking, and collaboration. Funding can support the development of high-quality distance education programs that cater to a global audience.
Pros and Cons of Distance Education in Nursing
Pros:
- Accessibility: Distance education allows students from various geographical locations to access high-quality nursing education, overcoming barriers related to travel, relocation, or lack of local educational institutions.
- Flexibility: Distance education provides flexibility for learners who are working, have family responsibilities, or are otherwise unable to attend traditional on-campus classes.
- Cost-Effective: For many students, distance education can be more cost-effective, eliminating expenses related to commuting, housing, and on-campus fees.
- Global Learning Opportunities: Distance education fosters an international learning environment, allowing students to learn from peers worldwide and exposing them to diverse perspectives and practices.
Cons:
- High Initial Costs: Developing and maintaining distance education programs can be expensive due to the need for technology infrastructure, software, and support services.
- Technology Barriers: Not all students or faculty may have access to the necessary technology or the skills to use it effectively, potentially limiting participation.
- Lack of Face-to-Face Interaction: Distance education can lack the personal interaction and hands-on experience provided by traditional on-campus education, which can be particularly important in a field like nursing that requires clinical skills and patient interaction.
- Quality Assurance Challenges: Ensuring the quality of education and assessment in a distance learning environment can be challenging, requiring robust monitoring, evaluation, and accreditation processes.
Conclusion
Distance education has become an integral part of nursing education, offering a flexible, accessible, and cost-effective method for providing academic and continuing education programs. While there are challenges related to costs, infrastructure, and quality assurance, the benefits of distance education, particularly in fostering global learning opportunities, make it a vital tool for the future of nursing education. As distance education continues to evolve, it will be essential to address these challenges while leveraging new technologies and collaborative models to enhance its effectiveness and reach.