Barriers for Distant Learners In Nursing Education Distance education has become a vital tool for nursing professionals seeking to balance education, work, and personal responsibilities. While it offers flexibility, the motivations and characteristics of distance learners in nursing, along with barriers to participation, vary greatly. Understanding these factors is crucial to developing effective educational strategies that address the unique needs of this growing population.

Motivation and the Distance Learner in Nursing Education

Motivation plays a critical role in distance education. Zull’s premise on intrinsic rewards in education suggests that to effectively engage learners, we need to discover what already motivates them (Zull, 2002). Offering only extrinsic rewards, such as grades or certifications, without addressing intrinsic motivation can reduce the effectiveness of learning (Kohn, 1993).

In distance education, motivation often stems from personal and professional goals. Distance learners are typically driven by factors that align with their existing life circumstances, such as career advancement, personal growth, and flexibility. Identifying these motivational drivers is key to understanding why students choose distance learning and how to engage them effectively.

Why Do Learners Choose Distance Education?

The choice to pursue distance education is often linked to practical considerations. For nursing students, the ability to learn while working in the field is a significant factor. Distance education allows them to continue their professional development without the need to sacrifice work or family commitments. This flexibility makes online programs appealing, particularly for those seeking certifications, advanced degrees, or new clinical skills.

Distance Learner Characteristics in Nursing

Distance education in nursing is not a new concept; it has existed in the form of correspondence courses for decades. However, research on the characteristics of distance learners has been sporadic and often focused on individual programs or institutions (Roberts, Irani, Lundy, & Telg, 2003). Despite this, certain common characteristics have emerged among distance learners in nursing:

1. Mature learners: Historically, distance learners were older students, often juggling work and family responsibilities. These learners valued education highly, exhibited high motivation, and had realistic expectations about the educational experience (Benshoff & Lewis, 1992).
2. Life experience: Distance learners tend to have more life experience, which they bring to their education. This experience often includes well-established patterns of self-directed learning, independence, and responsibility (Cranton, 1989).
3. Independence: Many distance learners are achievement-oriented and prefer to learn independently. They are often active learners who are focused on achieving their educational goals without the need for constant supervision or direction (Cross, 1980).

Distance Learners in Nursing Education

Nursing students pursuing distance education are often not the traditional college campus residents. Instead, they tend to be professionals who are already working in the healthcare field, seeking continuing education, certifications, or advanced degrees. This group typically includes:

• Working professionals who want to advance their careers through programs like RN-to-BSN or graduate-level studies.
• Students in accelerated programs who need flexible schedules to balance work, family, and education.

Motivation and Barriers in Distance Learning

Motivation and barriers to distance education in nursing vary based on demographic characteristics and life circumstances. Understanding these factors can help institutions tailor their programs to meet the specific needs of distance learners.

Demographic Characteristics in Distance Learners

A study by MacBrayne (1995) explored the demographic and motivational characteristics of 672 rural adult distance learners. The study identified several key motivations for participation in distance education, including:

• Course location: Distance learners often choose programs based on the convenience of location, particularly if the nearest educational institution is too far.
• Interest in course content: Many distance learners are highly motivated by their interest in specific subjects, such as clinical specialties in nursing.
• Career advancement: For many students, distance education is a pathway to achieving career goals, such as obtaining a degree or certification that can enhance job prospects.

Barriers for Distance Education in Nursing

Several barriers exist for distance learners in nursing. These barriers often overlap with the factors that motivate students to pursue online education in the first place:

1. Time constraints: Balancing work, family, and education is a significant challenge. Lack of time due to job responsibilities and home care duties often leads students to seek flexible, self-paced learning options (Cardenas, 2000).
2. Costs: While distance education eliminates the need for travel, it can still be expensive. Tuition fees, along with the cost of technology and materials, can be prohibitive for some students (Hyatt, 1992).
3. Lack of self-confidence: Some learners doubt their ability to succeed in distance education, especially if they have been out of school for a long time. Others may worry about keeping up with coursework or mastering the technology required for online learning (Grace, 1994).
4. Technological access: Although many distance learners have access to the necessary technology, others may struggle with limited access to computers or reliable Internet connections, particularly in rural or underserved areas (Wallace, 1996).

These barriers illustrate the need for educational institutions to provide support systems, such as financial aid, technical assistance, and flexible scheduling, to help distance learners overcome obstacles.

Younger Learners in Distance Education

Traditionally, distance learners were older, more mature students. However, recent research suggests that younger students are increasingly taking advantage of distance learning opportunities. These “second-generation” distance learners may be more likely to enroll in online programs because they:

• Value flexibility: Younger learners often balance part-time jobs or internships with their studies, and distance education offers the flexibility they need.
• Prefer digital learning: Many younger students are accustomed to learning in digital environments, making online education a natural choice.

The motivations and barriers for these younger learners may differ from those of older, more traditional distance students. Their reasons for choosing distance education, as well as their engagement strategies, warrant further exploration.

Current Distance Education Students: A Surprising Research Finding

While much of the research on distance learners has focused on older, highly motivated students, a 2002 study by Qureshi, Morton, and Antosz revealed some surprising findings. The study involved 120 distance learners and 120 on-campus students at a Canadian university. It assessed demographic characteristics, computer skills, motivation, and barriers to education.

Unexpected Results

Four models were used to examine the characteristics of learners:

1. Demographic model: The demographics of distance learners were consistent with previous findings—older, more experienced, and often balancing multiple responsibilities.
2. Experiential model: This model examined the learners’ previous experience with distance education and computer use, highlighting the importance of technological skills in online learning.
3. Motivational model: Interestingly, the study found that on-campus students were more highly motivated than distance learners, a finding that contradicted earlier research. This result challenges the assumption that distance learners, particularly those balancing work and education, are always more motivated than their traditional counterparts.
4. Inhibitory model: The barriers faced by distance learners, including time constraints and access to technology, were consistent with previous studies.

Implications for Nursing Education

The finding that on-campus students were more motivated than distance learners raises important questions for nursing education. Institutions must consider how to better engage distance learners and keep them motivated throughout their programs. This could include offering:

• More interactive course content to increase engagement.
• Peer collaboration opportunities, even in online settings.
• Regular instructor feedback and support to maintain motivation.

Conclusion

The characteristics, motivations, and barriers of distance learners in nursing are diverse and evolving. While older, mature students were traditionally the primary demographic, younger learners are now also taking advantage of the flexibility and accessibility of online education. Understanding the unique challenges and motivations of both groups is crucial for educators to design effective distance education programs.

As distance education continues to grow in nursing, addressing the barriers and enhancing the intrinsic motivation of students will be key to ensuring that they not only start their educational journey but also remain engaged and succeed in achieving their academic and professional goals.