Grand canyon University Jiji Andrews NUR649E Professor Janet Arnold Nursing Education Seminar II Distance education According to a report tracking online learning over the past ten years by the Babson Survey Research Group students registered in at least one online class is at an alltime ID: 792321
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Slide1
Issues in distance educationGrand canyon University
Jiji AndrewsNUR-649-EProfessor Janet Arnold
Nursing Education Seminar II
Slide2Distance education
According to a report tracking online learning over the past ten years by the Babson Survey Research Group, students registered in at least one online class is at an all-time high of 32% in 2013 and growth continues and it will take a long time to plateau. (Allen & Seaman, 2013).
Distance learning has generated more interest in schools and colleges and
universities
(Jones & Wolf, 2010).
Slide3Issues
Slide4Design OF THE CLASSROOM
Distance education or online education can be synchronized or synchronized. In the synchronized
classroom learning
, synchronous real-time
activities include
chat boards,
video or web conferences, institutionally focused web conferencing(two way)
Audio conferences
Instant messagingPod castsAsynchronous class room learning include Discussion boards,Streaming audio or video conferencesBlogs or web logs (Billings & Halstead, 2012)
Slide5Strategies for the design problem
Students should have the right technology and check the bandwidth of their internet and be ready with the right technology before the video conference.It takes students to be prepared and may want all the participants to be in a classroom, it requires pre-planning from student and faculty.
Webinars can be taped and can be played later and be available
for students(Billings & Halstead, 2012)
Availability of high speed and broadband computer technology and secure Wi-Fi to be part of discussion boards and to participate in webinars. Requires hardware at remote sites and may need smartphone and computers (Billings & Halstead, 2012
).Expectations and the requirements for the classroom is communicated to the students and given time to prepare for the learning.
Slide6Technological Problems
Slide7Strategies to resolve technological problems
Slide8Characteristics of the student that can be a barrier
No goal commitment of the student.-Desire to attain the goals is a powerful motivator for the student to complete the course.
Low GPA-Students with a higher GPA are more motivated to learn and overcome barriers they face in their environments.
Frustration of the student-Persistence is
a phenomenon characterizes the pattern of behaviors, attitudes, skills needed by the student to successfully complete an online course (
Hart,2012)
Strained social connections can affect student learning. Poor support from family and friends can be a factor for attrition among students from online education.
Procrastination is
notorious , as well as a widely studied incident , which is the tendency to postpone an activity which can cause stress among students to complete the course (Geri, Gafni, & Winer, 2014). Poor communication skills in writing can be a hindrance to complete the course.
Slide9Strategies to resolve Student barriers
Slide10Competencies required for student
Some of the competencies required by the students to complete distance education courses include1.Interactive Communication.
2.Planning
Skills
.
3.Collaboration
and Teamwork Skills with other online students
.
4. Proficiency in English language. 5. Writing Skills. 6. Organizational Skills and time management 7. Feedback Skills. 8. Knowledge of Distance Education Field. 9. Basic Technology Knowledge.
10. Technology Access Knowledge (Abdulla, 2004)
Slide11Faculty characteristics THAT CAN BE A BARRIER
Faculty can also be a barrier for the students to complete courses.When faculty or instructor are not good communicators, written and by verbal communications, students may not be able to reach their potential.
Etiquette of the net and the computer may not be known to all the students
for example when they do not understand bold capital letters or slangs in the English language, it may affect their behavior and faculty can interpret it as rudeness.
When faculty is not available as few instructors take teaching online as their second job, they may not get spend quality time with students and feedback may be delayed. Delayed communication can cause frustration among
students. (Billings & Halstead, 2012)
Slide12Strategies to improve faculty
Slide13Policies of Academic institutions as barriers.
Educator shortages-Educator shortages of the institution can be a barrier for studentsLarge enrollments-Large classes online with more than 25 students in a class, with faculty not having enough time can be a barrier for student’s progress.
Design of the courses-If all the students cannot participate in a meaningful way, and cannot access all the methods of education provided, it can be a hindrance for the students.
Poor technological support-When support form the institution is not helpful, students will not be able to participate in meaningful discussion and can lead to attrition from courses.
Poor institutional planning –Infrastructure and good planning with faculty from the institution and the vision and mission of the institution is imperative for success of the students (Billings
& Halstead, 2012
).
Slide14Strategies to improve institutional policies
Slide15References
Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Retrieved from http://www.onlinelearningsurvey. com/reports/changingcourse.pdf
American Academy of Colleges of nursing(2008).The essentials of baccalaureate education for professional nursing practice .Boston .MA.AACN.
Abdulla, Ahmad G., (2004)."Distance Learning Students’ Perceptions of the Online Instructor Roles and Competencies" . Electronic Theses, Treatises and Dissertations. Paper
14.http
://diginole.lib.fsu.edu/etd/14
Billings
, D. M., & Halstead, J. A. (2012). Teaching in Nursing.
St.Louis: Elsevier.Farid, A. (2014). Student Online Readiness Assessment Tools: A Systematic Review Approach. Electronic Journal Of E-Learning, 12(4), 375-382Geri, N., Gafni, R., & Winer, A. (2014). The U-Curve of E-Learning: Course Website and Online Video Use in Blended and Distance Learning. Interdisciplinary Journal Of E-Learning & Learning Objects, 101-16.
Hart, C. (2012). Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature. Journal Of Interactive Online Learning,11(1), 19-42.
Slide16References
Jones, D., & Wolf, D. (2010). Shaping the future of nursing education today using distance education and technology. ABNF Journal, 21(2), 44-47.Müller, T. (2008). Persistence of women in online degree-completion programs. International Review of Research in Open and Distance Learning, 9(2), 1-18.
Servonsky
, E., Daniels, W., & Davis, B. (2005). Evaluation of BLACKBOARD as a platform for distance education delivery. ABNF Journal, 16(6), 132-135.
Sorel
Reisman
. ( 2003). Electronic learning communities: current issues and best practices. [Books24x7 version] Available fromhttp://common.books24x7.com.library.gcu.edu:2048/toc.aspx?bookid=8846