Distant Educational Model and Implementation In Nursing

Educational Model and Implementation In Nursing Distance education in nursing has evolved significantly, providing flexibility for students and professionals to pursue education while balancing work and family obligations. Various models have been developed to understand the needs and behaviors of distance learners, including the Demographic Model, Inhibitory Model, and Motivational Model. This article discusses these models, their implications in nursing education, and the critical role of interaction in the effectiveness of distance learning.

Distant Educational Models

Demographic Model

The Demographic Model focuses on the characteristics of distance learners, particularly their age, family status, and income. Research has shown that distance learners are more likely to have children, higher incomes, and be further along in their academic programs than traditional on-campus students (MacBrayne, 1995; Wallace, 1996).

In contrast to earlier studies that portrayed distance learners as older adults, current data indicates that many distance learners are younger than previously thought. A significant portion of distance learners today are between the ages of 20 and 24, with some even younger than 20. This demographic shift suggests that distance education is no longer only for mature, working professionals, but also appeals to younger students who seek flexibility in their learning schedule.

Inhibitory Model

The Inhibitory Model examines barriers that prevent students from fully engaging in distance education. Common barriers include:

• Individual life situations: Balancing work, family, and education can be overwhelming, especially for distance learners who often have more responsibilities than their on-campus counterparts.
• Learner dispositions: Motivation, learning styles, and personal circumstances can affect how students approach distance learning.
• Institutional barriers: Geographic location, technology access, and institutional support can impact the success of distance learners.

These barriers were consistent with findings from other educational studies (Cardenas, 2000; Hyatt, 1992; MacBrayne, 1995). Addressing these challenges is critical for institutions to ensure that distance learners receive the same quality of education as on-campus students.

Motivational Model

The Motivational Model examines what drives students to pursue distance education. Common motivational factors include:

• Acquiring knowledge
• Personal gain or advancement
• Meeting community or social goals
• Fulfilling obligations
• Cultural enrichment

Surprisingly, research found that on-campus students were often more motivated than distance learners, contrary to the long-standing belief that distance learners, who often juggle multiple commitments, are more driven (Qureshi et al., 2001). Previous studies and theories, such as Knowles’ andragogical theory (1978) and research by Parrott (1995) and Willis (2002), suggested that distance learners tend to be more intrinsically motivated. This finding highlights the need for further research into the changing nature of student motivation in distance learning.

Implications of the Distant Educational Model in Nursing

The findings from these models have significant implications for nursing education. In particular, the demographics of distance learners have shifted, with younger students increasingly opting for online courses. This demographic change may explain why current distance learners appear less motivated than those in earlier studies, as younger students may be more accustomed to high-tech, web-based courses that might appear less challenging. Additionally, the independent nature of distance learning might appeal to learners who prefer working alone, further affecting their motivation.

Institutions must recognize these changes and adapt their strategies for motivating distance learners. Strategies to enhance motivation might include offering more interactive and engaging content, creating opportunities for peer collaboration, and providing increased faculty support through regular communication.

Interaction and the Effectiveness of Distance Education

The effectiveness of distance education in nursing is significantly influenced by the types and quality of interactions between students, instructors, and course content. Two prominent theorists, Holmberg (1983) and Moore (1989), have explored the role of interaction in distance learning, providing frameworks for understanding its importance.

Holmberg’s Theory of Didactic Conversation

Holmberg’s theory emphasizes the importance of didactic conversations—guided interactions between students and instructors that foster a personal connection, increase student motivation, and enhance learning outcomes. Holmberg’s seven postulates for distance education (1995) are:

1. Feelings of personal relationships between instructor and student promote study pleasure and motivation.
2. Well-developed instructional materials and two-way communications support these feelings.
3. Study motivation is essential for achieving learning goals.
4. A friendly, conversational atmosphere fosters personal relationships.
5. Natural conversation is easier to understand and remember.
6. The concept of conversation can be translated for use in distance education.
7. Planning and guiding the curriculum are necessary for organized study at a distance.

Moore’s Theory of Interaction

Moore expanded on Holmberg’s ideas by identifying three types of interaction essential for effective distance learning:

1. Student-instructor interaction: Direct communication between students and instructors is crucial for guidance, feedback, and personalized learning.
2. Student-student interaction: Peer collaboration can enhance learning through shared experiences and group problem-solving.
3. Student-content interaction: Engaging with course materials, such as textbooks, articles, or multimedia content, is central to the learning process.

Moore’s model emphasizes the multi-directional nature of interaction in distance learning, where students engage with instructors, peers, and course content in dynamic and reciprocal ways. Interaction with content also includes the interface between the learner and the technology used to deliver the course (Hillman, Willis, & Gunawardena, 1994).

Research Findings on Interaction

A study by Kelsey and D’Souza (2004) examined these interactions in distance education and found that:

• Students were generally satisfied with the instructor-student interactions, especially when instructors were accessible through phone calls, email, or synchronous online discussions.
• Student-student interactions, while not always demanded by students, could enhance motivation and learning outcomes if encouraged through chat rooms, real-time discussions, and group projects.
• Student-content interactions were highly dependent on the quality of the technology used. High-speed internet access and functional learning management systems (LMS) like Blackboard or WebCT increased student satisfaction, while issues with streaming video or interactive video conferencing could hinder learning.

The study highlights the importance of ensuring reliable technology and creating opportunities for meaningful interactions in distance education. These findings can guide educators in designing courses that maintain student engagement and motivation throughout the learning process.

Conclusion

The development and implementation of distance education models in nursing have evolved significantly over time, with a growing understanding of the demographic shifts, barriers, and motivational factors that influence learners. While distance learners have traditionally been seen as older and more motivated, current trends suggest a younger, potentially less motivated group of students.

To enhance the effectiveness of distance education in nursing, educators must focus on fostering strong student-instructor, student-student, and student-content interactions. Utilizing Holmberg’s didactic conversation theory and Moore’s interaction framework, nursing educators can design distance learning programs that not only engage students but also maintain their motivation over time. By addressing these elements, distance education in nursing can continue to grow as an effective and accessible means of professional development.

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