Support Learner for Distant Learners As nursing students increasingly turn to distance education (DE) for academic and professional advancement, institutions must provide a robust system of support to ensure learner success. Distance learners face unique challenges that require tailored support systems, including academic guidance, technological assistance, and personal support. This article will explore what learner success support entails in the context of distance education, the types of support available for distant learners in nursing education, and strategies for informing learners about the specifics of distance education courses.
What is Learner Success Support in Distance Education?
Learner success support in distance education refers to the range of services designed to help students navigate and succeed in their educational journey outside the traditional classroom setting. For nursing students, who often juggle complex work schedules, clinical duties, and personal responsibilities, distance education provides a flexible learning model. However, to succeed in this format, students require not only access to course materials but also comprehensive support systems that address academic, technological, and personal needs.
In distance education, the learning environment requires students to adapt to new ways of acquiring knowledge, often without the direct, face-to-face support typical in on-campus programs. As Oehlkers and Gibson (2001) noted, the specific support needs of distance learners have not been widely studied, but it is clear that distance education institutions must provide resources that help learners overcome barriers, develop new skills, and transition smoothly into this mode of learning.
Nursing students, in particular, may need help with technical issues, time management, self-discipline, and adapting to online communication. Institutions must therefore offer support that is responsive, accessible, and tailored to the unique needs of these students.
Types of Learner Support for Distant Learners in Nursing Education
Learner support in distance education is multi-faceted, addressing various barriers that students may face. These barriers, as defined by Potter (1998), include situational, institutional, dispositional, and informational challenges. Nursing students often encounter these challenges due to their demanding work schedules and personal obligations.
1. Pre-Admission and Re-Enrollment Support
Before enrolling in a distance education program, students need detailed information and guidance. This includes:
- Program and Course Information: Students must receive clear information about the course content, structure, and delivery method (e.g., synchronous or asynchronous).
- Learning Modality Assessment: Institutions should help students assess whether distance education is the right fit for their learning style, circumstances, and technical capabilities.
- Technology Requirements: Many distance education programs require specific technological skills, such as computer literacy and familiarity with learning management systems. Assessing these skills early on helps students prepare for the course.
- Orientation: A structured orientation that familiarizes students with the online learning platform, the role of the learner, and the available resources is essential.
2. Academic Support
Once enrolled, distance learners must have access to academic resources to help them succeed. Nursing students, in particular, need support tailored to their clinical and theoretical education. Academic support includes:
- Advising and Counseling: Regular academic advising can guide students through course selection and career planning, ensuring they remain on track to meet their educational goals.
- Learning Skills Instruction: This may include training in time management, research skills, and study techniques suited to online learning.
- Peer and Faculty Interaction: Encouraging interaction between students and faculty, even in an online environment, is crucial for building a supportive learning community.
3. Personal and Emotional Support
Schlossberg’s Transition Theory (1984) highlights that adult behavior is shaped by life transitions, not just age. The transition to distance learning represents a significant change for many students, and the degree of impact depends on the individual’s situation, self-concept, support system, and coping strategies.
Distance learners often face personal challenges unrelated to their coursework, such as family responsibilities, job pressures, or health issues. Institutions can help by:
- Providing access to psychological support services.
- Offering flexibility in assignment deadlines or course requirements to accommodate personal crises.
- Facilitating the creation of support groups or peer networks within the DE community.
4. Technological Support
Technology is the backbone of distance learning. Without the right tools and support, students can struggle to keep up with coursework. Institutions must provide:
- Technical Assistance: This includes help with navigating the learning management system, troubleshooting software issues, and ensuring students have the right hardware and software.
- Training Sessions: Offer workshops or tutorials on using online tools such as video conferencing, submitting assignments, and participating in discussion forums.
- 24/7 Help Desk: Ideally, institutions should have a help desk or IT support team available to assist students with technical issues that could disrupt their learning.
5. Study and Time Management Support
For many distance learners, balancing work, family, and education can be overwhelming. Offering tools and resources that help students organize their time and manage their studies is crucial. Institutions can provide:
- Workshops on time management and study planning.
- Online resources such as planners, calendars, and study guides.
- Peer support networks where students can share strategies and tips for managing their workload.
Informing the Learner About Distance Education Courses
Properly informing students about the specifics of distance education courses is critical for their success. Many students who are new to DE may not fully understand the demands of online learning or may lack the technological skills necessary for success.
1. Course Information and Registration
Students need to be informed about the use of distance education technology before they enroll. This includes details on:
- Course format (e.g., fully online, hybrid, synchronous, or asynchronous).
- Technological requirements (e.g., reliable internet access, software, or video conferencing capabilities).
- Learning style assessment: Some students may not thrive in a distance education environment. Providing tools like the Distance Learning Technologies Group’s self-evaluation can help students assess their readiness for DE. Questions in the self-assessment might include:
- “Are you self-motivated?”
- “Do you feel comfortable communicating in writing?”
- “Are you comfortable learning without attending a traditional classroom?”
2. Pre-Enrollment Communication
To avoid confusion, institutions should use multiple channels to inform prospective students about the demands and expectations of DE courses:
- University Bulletins: Include detailed descriptions of DE courses, including any special requirements like computer literacy or previous coursework.
- School Websites: A well-organized school of nursing website should feature FAQs, course outlines, and descriptions of the technology needed.
- Direct Communication: Schools can send informational letters or emails to potential students outlining the demands of DE courses, including time commitment, participation expectations, and course structure.
3. Learner Assessment and Orientation
Many schools implement a learner assessment tool that prospective students can use to determine if they possess the necessary technical skills and learning preferences for DE success. The assessment typically covers:
- Technical skills: Computer literacy and the ability to navigate online platforms.
- Writing skills: Since much of DE relies on written communication, students should assess their writing ability.
- Self-discipline: DE requires a high level of self-motivation and time management. Assessing readiness for self-directed learning is essential.
Additionally, a structured orientation program can help students adjust to the DE environment, ensuring they are comfortable with the technology, understand course expectations, and are aware of available support resources.
Conclusion
As distance education continues to grow in nursing, institutions must ensure they are providing comprehensive learner success support that addresses the unique needs of distant learners. By offering academic, personal, technological, and study-related support, institutions can help nursing students transition smoothly into the DE environment and succeed in their educational pursuits. Informing students about the specific demands of distance learning courses before they enroll is also crucial for setting them up for success. Effective support systems and clear communication are the cornerstones of successful distance education in nursing, ensuring that students can thrive in their studies and continue advancing in their careers.