Motivation for Distance Education In Nursing Distance education in nursing has expanded rapidly as a solution to the growing need for flexible learning options. Both traditional universities and institutions dedicated to online learning have embraced this model, offering programs from associate degrees to doctorates. As the popularity of distance learning grows, so does the need to understand what motivates nursing students to engage with these programs and what barriers they face. This article explores the rise of distance education in nursing, the role of technological advancements, the American Association of Colleges of Nursing’s (AACN) position on distance learning, and the critical connection between student motivation and learning success.
Nursing and Distance Education: Proliferating Programs
The concept of distance education in nursing has evolved significantly over recent years, with an increasing number of programs designed to meet the growing demand for continuing education. Traditionally, universities focused on on-campus education, but now they are integrating distance learning into their offerings. These programs range from fully online associate, baccalaureate, master’s, and doctoral programs to hybrid formats where some courses are delivered online while others require in-person attendance.
The growing cost and time constraints faced by hospitals have also spurred the development of online courses. Many companies now offer continuing education for nurses to meet their licensure renewal requirements. This shift helps institutions reduce expenses related to in-house training while providing nurses with the flexibility to complete their required education at their own pace.
AACN’s Position on Distance Education
Recognizing the value of distance education, the American Association of Colleges of Nursing (AACN) has taken a strong position in favor of its use. In January 2000, the AACN published the bulletin “Distance Education Is Changing and Challenging Nursing Education.” This bulletin highlighted the benefits of distance education for nursing, particularly as a response to the nursing shortage and the declining numbers of nursing faculty (AACN, 2000a). Distance learning allows nurses to continue working while pursuing advanced education, keeping them in the workforce while enhancing their qualifications.
Distance education also helps address the “brain drain” many communities experience when skilled workers leave to pursue education elsewhere, never to return. By offering local distance education options, nursing students can stay in their communities, receiving their education while contributing to local health care needs.
The AACN followed up with a white paper titled “Distance Technology in Nursing Education,” in which it outlined key considerations for policymakers, educators, health care institutions, and external funders (AACN, 2000b). These efforts by the AACN demonstrate a strong endorsement of distance learning as a viable and necessary component of modern nursing education.
Technological Enhancers in Distance Education
The success of distance education is closely tied to advancements in technology. Improved internet access through digital subscriber lines (DSL), cable modems, and virtual private networks (VPNs) has enhanced the quality of online learning experiences. Learning management systems such as WebCT and Blackboard have revolutionized how distance learners access course materials, participate in discussions, and interact with instructors.
Real-time (synchronous) learning activities, such as live lectures or discussions, can be recorded and stored for later access, allowing students who cannot participate in real time to benefit from these sessions. Asynchronous learning—where students access materials on their own time—has become a staple of distance education, making it accessible to those with irregular schedules.
Technological advancements also extend beyond basic online lectures. Desktop video conferencing enables face-to-face meetings between students and instructors, and wireless networks provide students with access to university libraries, instructional programs, and web portals from almost any location. The decreasing cost and increasing availability of these technologies make distance education more accessible than ever before, expanding opportunities for nursing students across the globe.
The Mind-Motivation Connection in Distance Education
Understanding what motivates learners is critical to creating successful educational programs, and distance education is no exception. Zull (2002), in The Art of Changing the Brain, emphasizes the importance of intrinsic versus extrinsic motivation. While these concepts are well-known in educational psychology, Zull’s perspective brings a fresh look at how motivation is connected to physiological processes in the brain.
Extrinsic vs. Intrinsic Motivation
- Extrinsic Motivation: This type of motivation is driven by external rewards or pressures, such as the promise of a pay raise, a promotion, or good grades. While extrinsic motivators can compel students to complete tasks, Zull (2002) argues that they often create a sense of lost control in the brain. The student may focus on the reward rather than the learning process itself, leading to a disconnection from the intrinsic value of education.
- Intrinsic Motivation: In contrast, intrinsic motivation arises from within and is inherently tied to the joy and satisfaction of learning. Students driven by intrinsic motivation are more likely to engage deeply with the material and pursue knowledge for its own sake, which leads to long-term retention and a deeper understanding of the subject matter.
Zull explains that when a student is offered a reward (extrinsic motivator), their brain perceives a loss of control, potentially reducing their intrinsic desire to learn. This can lead students to seek ways to achieve the reward without fully engaging in the learning process. For example, a student might receive high grades (the extrinsic reward) in a course but may have little to no recollection of the material a few months later.
Deception and Loss of Control
Zull (2002) points out that the brain quickly recognizes the “deception” of extrinsic rewards and tries to bypass the learning process to achieve the reward as easily as possible. This can lead to a superficial approach to education, where students are more concerned with the outcome (grades, promotion) than with the process of learning itself.
While extrinsic rewards can be useful, especially in the early stages of motivation, they should be used carefully. Over-reliance on extrinsic motivators may reduce the student’s internal drive to learn. However, extrinsic rewards can act as a gateway to intrinsic motivation. For example, a nursing student may initially pursue distance education for the extrinsic reward of a higher salary, but through engaging with the coursework, they may develop an intrinsic interest in the subject matter, leading to greater academic and personal fulfillment.
Extrinsic to Intrinsic Motivation
An extrinsic reward can sometimes lead to intrinsic motivation. A student might initially enroll in a distance education course for practical reasons—such as career advancement or financial gain. However, as they progress through the program, they may find the content stimulating and become genuinely interested in the subject. This shift from extrinsic to intrinsic motivation enhances the overall learning experience and leads to better outcomes.
For instance, a nurse pursuing an online master’s degree might begin the program to secure a promotion. Over time, as they delve into complex subjects like pharmacology or health care policy, they may discover a newfound passion for the subject. In this case, extrinsic motivation has served as a bridge to intrinsic motivation, fostering a deeper commitment to education.
Deception and Loss of Control in Distance Learning
One challenge with extrinsic motivators is that they can create a sense of deception, where students feel their learning is manipulated by external rewards. As a result, they may focus on earning grades or completing assignments rather than genuinely engaging with the content. This can undermine the learning process and diminish the value of education in the long term.
Zull (2002) suggests that while extrinsic rewards are useful for getting students started, they should not be the sole focus. Instead, educators should aim to help students transition from extrinsic to intrinsic motivation, where learning becomes its own reward.
Conclusion
Distance education in nursing continues to grow, offering flexible, accessible learning options for a diverse range of students. Advances in technology have made it easier than ever for students to pursue online programs, while institutions like the AACN have endorsed distance learning as a solution to many challenges in the nursing profession.
Motivation is a key factor in the success of distance learners. Understanding the balance between extrinsic and intrinsic motivation can help educators create programs that engage students and foster a genuine love of learning. By using extrinsic rewards wisely and encouraging students to find intrinsic value in their education, distance programs can help nursing students achieve both their personal and professional goals.