Web Courses In Nursing Education What are Correspondence Courses?
Correspondence courses have historically served as an educational lifeline for individuals whose location, job, or physical disabilities made traditional classroom learning inaccessible. For many, especially those residing far from educational institutions, the opportunity to attend college in person is impractical due to financial constraints or job responsibilities. These courses have offered a flexible learning format, allowing individuals to pursue their education without the rigid scheduling demands of in-person attendance.
Correspondence courses typically offer extended deadlines for completion, which is beneficial for individuals balancing work, family, or other commitments. For those who may not thrive in traditional classroom environments, correspondence courses also provide a more personalized learning experience, allowing students to work at their own pace and employ learning strategies that suit their needs. This format often appeals to students who require more time to process information or prefer independent learning.
Drawbacks of Correspondence Courses
While correspondence courses offer significant flexibility, they are not without limitations. One of the main challenges is the limited faculty support, as interactions between students and instructors are minimal. This can pose a significant obstacle for students who struggle with understanding the material or whose self-directed learning methods may be ineffective. In a traditional classroom, students have the advantage of direct access to instructors for clarification and support, but this is often missing in correspondence courses.
Another notable drawback is the lack of peer interaction. Many students benefit from collaborating with classmates, engaging in discussions, and sharing insights, which can enhance their learning experience. However, correspondence courses typically do not provide this cohort support, leading to a more isolating educational experience.
Additionally, correspondence courses may not be suitable for subjects with rapidly changing content. Since the materials for these courses are often developed months or even years in advance, they may become outdated by the time students enroll. Fields such as medicine, technology, and marketing, which evolve quickly, may not align well with the static nature of correspondence courses.
Finally, correspondence courses have notably high attrition rates. Some studies report that up to 80% of students do not complete their courses, likely due to the combination of limited support, isolation, and lack of real-time engagement (Heinke & Russum, 2001). The absence of regular communication with instructors or classmates can diminish students’ motivation to stay on track with their studies.
Web-Supported Courses in Nursing Education
Web-supported courses are essentially traditional courses that utilize the internet to enhance learning. These courses incorporate online resources to complement in-person instruction, offering a blend of digital and face-to-face learning opportunities. While maintaining the structure and requirements of a traditional classroom, web-supported courses offer flexibility by providing additional materials and communication channels through online platforms.
Web-supported courses leverage the power of technology to increase interaction between students and faculty. They also address common logistical challenges, such as the distribution of syllabi, handouts, and other course materials, which can now be downloaded directly from the internet. This reduces costs for students and eliminates the need to purchase materials from the campus bookstore or obtain copies from a copying center.
Characteristics of Web-Supported Courses
One of the primary benefits of web-supported courses is that they cater to students who may be hesitant to speak up in traditional classroom settings. With the inclusion of email, chat rooms, and discussion boards, students who are shy or introverted can engage more comfortably. The digital environment allows these students to participate in discussions, ask questions, and communicate with their peers without the pressure of face-to-face interaction.
Another advantage of web-supported courses is the accessibility of course materials. Students can download lecture notes, assignments, and supplementary reading materials from the course’s online portal. This not only saves time but also ensures that students have easy access to the resources they need for success.
However, web-supported courses can present challenges for students who lack reliable internet access or those who are resistant to using computers. While this issue is becoming less common as internet accessibility improves, it can still pose a barrier for some learners. Despite this, the attrition rates for web-supported courses have not been widely studied, and it is presumed that most students who enroll in these courses have access to the necessary technology.
Blended Courses in Nursing Education
Blended courses combine elements of traditional classroom instruction and online learning, attempting to offer the best of both worlds. This format typically includes an intensive, on-campus component paired with online coursework. For example, students may be required to attend several days of in-person classes at the start of the course, with the remainder of the content delivered online over the course of the semester.
While blended courses offer flexibility, they can also be expensive for distance learners. Travel, lodging, and meal expenses, in addition to tuition and fees, make this format prohibitive for many students. This is especially true for individuals who cannot easily afford to take time off work or travel long distances for the in-person portion of the course.
Blended courses, however, are particularly valuable in fields like nursing, where hands-on skills are critical. Nursing programs often require students to learn physical assessment techniques, medical procedures, or the use of clinical equipment. In these cases, the intensive, in-person sessions provide essential practical training, which is then supported by online theoretical coursework. For example, students may attend an on-campus lab to learn clinical skills and then complete the theoretical portions of the course online, allowing them to apply what they have learned in their local clinical settings with the help of a preceptor.
Challenges of Blended Courses
Unfortunately, some educators use the blended course format as a way to avoid transitioning fully to online teaching. This reliance on face-to-face instruction may stem from a lack of confidence in online teaching methods, despite research showing that distance education can be just as effective as traditional classroom-based education for most subjects (Russell, 1998; Zolkos, 1999).
Institutions that allow instructors to enforce unnecessary in-person requirements may find that demand for their courses declines, as students seek more flexible, fully online options. Blended courses should be reserved for subjects that truly require hands-on instruction, such as those involving clinical skills, laboratory work, or other practical components that cannot be effectively taught online.
Conclusion
Correspondence, web-supported, and blended courses each offer unique benefits and challenges in the context of nursing education. Correspondence courses provide flexibility for students who are unable to attend traditional classes, though they often lack faculty support and peer interaction. Web-supported courses enhance traditional classroom learning by incorporating digital resources and communication tools, making them more accessible for students who prefer to work independently. Finally, blended courses offer a combination of in-person and online learning, which is particularly valuable for courses that require hands-on skills. As technology continues to evolve, nursing educators must remain flexible and open to adopting these diverse teaching modalities to meet the needs of a broad range of learners.