Introduction to Online Education in Nursing

Introducing online education into nursing programs can significantly impact the delivery of learner support services. This effect is particularly pronounced when online education influences more than just a few individual courses. The institution’s student support services must be reassessed and adapted to effectively support both geographically distant students and those on campus (Mills, Fisher, & Stair, 2001; Nelson, 2007).

National and Accreditation Requirements

National higher education accrediting bodies, as well as nursing accrediting organizations, mandate that academic support services for online students should be comparable to those available for on-campus students (Baldwin & Burns, 2004). Essential support services needing reconsideration for online learners include academic advising, tutoring, financial aid, library, and bookstore services.

Accessibility and Restructuring

Ensuring accessibility for students with disabilities is crucial. Additionally, the admission and registration processes may need restructuring to accommodate students who cannot be physically present on campus. Financial decisions regarding tuition, student technology, and distance education fees must also be addressed. Universities and colleges typically charge on-campus fees like activity and parking fees—these may need to be adjusted or waived for online students.

Faculty Support and Guidance

Faculty play a critical role in guiding students new to online learning. These learners often need initial assistance in managing their time effectively. Online education requires students to take responsibility for their learning in ways they may not be accustomed to, moving from a structured classroom to a more independent learning environment (Johnston, 2008).

Managing Expectations and Participation

Students might mistakenly believe that online courses are easier than traditional ones, only to find themselves overwhelmed by the need for self-direction. Faculty can mitigate this by clearly defining participation expectations and assignment due dates (Beitz & Snarponis, 2006; Zsohar & Smith, 2008). Weekly online discussions should be included in the syllabus, and inactive students should be reached out to during the first few weeks to address possible technology issues or challenges with self-directed learning (Halstead & Coudret, 2000).

Orientation and Technology Support

An effective orientation to the Course Management System (CMS) and other required technologies is essential. Carruth, Broussard, Waldmeier, Gauthier, and Mixon (2010) developed a 5-day online orientation course that significantly improved technology proficiency among graduate students, reducing attrition. Institutions should provide similar technology orientation and support for distant learners.

Building Institutional Relationships

Students in online programs also need orientation to the institution, school, and program to foster a sense of presence and belonging. Effective use of websites, social networking, and virtual campus tours can help establish connections and create a strong institutional relationship. The “Facebook effect” can enhance social networking, increase engagement, and stimulate intellectual discourse (Hurt et al., 2012).

Assessment and Evaluation of Online Learning or Distance Learning in Nursing

Importance of Assessment and Evaluation

Faculty and administrators must consider how to assess and evaluate online courses and programs to ensure curriculum and program outcomes are met and to support continuous quality improvement (Billings, 2000).

Methods of Measuring Effectiveness

The effectiveness of online courses can be evaluated using various methods, including quality indicators, benchmarks, and accreditation standards. Quality Matters (QM) provides a national benchmark for online course design, with standards covering course overview, learning analytics, assessment, instructional materials, course activities, technology, learner support, and accessibility (Quality Matters [QM], 2014).

Quality Matters Standards

The QM rubric includes the following standards:

• Course overview and introduction
• Learning analytics
• Assessment and measurement
• Instructional materials
• Course activities and learner interaction
• Course technology
• Learner support
• Accessibility and usability

Continuous Quality Improvement

A systematic evaluation plan is essential for fostering continuous quality improvement. This plan should address institutional support, faculty satisfaction, student satisfaction, technology adequacy, and effectiveness in meeting learner outcomes. Data on student enrollment, academic progression, and graduation rates can inform retention strategies. Additionally, rubrics for faculty and peer review of online courses can aid in maintaining high standards (Broome, Halstead, Pesut, Rawl, & Boland, 2011; Hunter & Krantz, 2010; Blood-Siegfried et al., 2008).