Emergence of Online Learning In Nursing Introduction
Online learning, a pedagogical approach that leverages internet technology and digital tools, has significantly transformed the landscape of education, including nursing. This method offers flexibility and accessibility, catering to the diverse needs of learners while presenting unique challenges. Understanding the evolution, acceptance, and assessment of online learning in nursing education provides insight into its effectiveness and areas for improvement.
What Is Online Learning?
Online learning refers to an instructional approach that utilizes internet technology and digital media to deliver educational content and engage students. It encompasses a variety of formats and interpretations, often tailored to meet the specific needs of institutions, faculty, and students (Perry & Pilati, 2011). The broad definition includes tools and strategies that enhance, supplement, or replace traditional classroom teaching methods.
Typically, an online course is characterized by having at least 80% of its content delivered through online platforms (Allen & Seaman, 2014). These courses can be conducted synchronously, where students participate in real-time sessions, or asynchronously, where students access materials and complete assignments at their own pace. Technologies employed in online learning include virtual classrooms, interactive video conferencing, discussion forums, and various multimedia resources.
Emergence of Online Learning in Nursing Education
Since the mid-1990s, online learning has gained increasing acceptance in nursing education, especially in registered nursing (RN) to Bachelor of Science in Nursing (BSN) completion and graduate programs (Billings & Halstead, 2012; Perry & Pilati, 2011). This shift is driven by the need for flexibility, accessibility, and the growing technological proficiency of students.
Online learning methods are used not only in formal degree programs but also in facility orientations, staff development, continuing education, and tutoring. Synchronous learning involves real-time technologies like virtual classrooms and interactive videoconferencing, while asynchronous learning includes tools such as downloadable presentations, discussion forums, and electronic textbooks (Quinn Griffin & Novotny, 2012).
Learning Management Systems (LMS) or Course Management Systems (CMS) facilitate these courses by offering secure platforms for communication, interactions, tracking, and reporting (Billings & Halstead, 2012). Accrediting agencies, such as Quality Matters (QM), set standards for online course design, ensuring the quality and effectiveness of online learning experiences (Bento & White, 2010).
Acceptance of Online Learning in Nursing Education
The acceptance of online learning in nursing education has increased among administrators, faculty, and students (Allen & Seaman, 2014). Online learning has revolutionized nursing education by providing flexible and innovative learning options. However, concerns remain about maintaining standards and ensuring quality comparable to traditional face-to-face instruction (Perry & Pilati, 2011).
Faculty face challenges including adapting to new teaching roles, managing increased workloads, and mastering technology. Despite evidence suggesting that online learning can be as effective as, or even superior to, traditional methods (Hoffmann & Dudjak, 2012), there is still debate within the academic community (Allen & Seaman, 2014).
Student success in online learning hinges on factors such as basic computer skills, technology self-efficacy, time management, and motivation. Active participation is crucial, and successful students typically exhibit high levels of motivation and engagement with their online courses (Shen, Cho, Tsai, & Marra, 2013). However, challenges such as social isolation and retention rates persist, necessitating strategies to address these issues and support student success.
Assessment in Online Learning in Nursing Education
Effective assessment in online learning is critical to ensure student engagement and success. Active engagement is essential, and faculty members must explore best practices for promoting participation and interaction in online communities (Kang & Im, 2013). Research should focus on integrating individual learning styles and adapting instructional methods to the online environment (Wuebker, 2013).
Emerging instructional design models and existing educational frameworks can help address quality and effectiveness issues (Gormley, Colella, de Shell, 2012). Ongoing faculty development, involving collaboration with course design experts and accrediting bodies, is vital to enhance online teaching practices (Wang, Shannon, & Ross, 2013). Measures to promote academic integrity, improve accessibility, and facilitate motivation and self-discipline are essential to creating a rich and effective online learning environment for nursing students.
Conclusion
Online learning has become an integral component of nursing education, offering flexibility and accessibility while presenting new challenges. The successful integration of online learning requires a thorough understanding of its components, effective strategies for fostering engagement, and ongoing efforts to maintain quality and standards. By addressing the challenges and leveraging the potential of online learning, nursing education can continue to evolve and meet the needs of a diverse and technologically adept student population.