As distance education (DE) expands online, research identified communication issues as a major cause of student distress in online learning (Ryan, Carlton, & Ali, 2004).
The purpose of this blog is to identify and resolve communication barriers in distributed, asynchronous web-based learning environments. In addition, evidenced based strategies will be explored and related to professional standards.
Tuesday, July 27, 2010
History of DE: Evolution
DE offers flexibility that has appealed to students since its inception in the 1960's. For many nontraditional students, finding time to attend school seems infeasible with work and family obligations. However, because delivery of DE was limited to use of telephones and the postal service, few students accepted it as a viable alternative to traditional classrooms.
Where is DE now: Revolution
Through recent advancements in technology, the quality of DE has improved, become more cost effective, and more time efficient. Nontraditional students demand for DE exploded and higher education institutions were quick to oblige. Today, it is just as common for nursing students to meet in a web-based learning environment as a traditional lecture hall. Web-based nursing programs have become widely available and are particularly attractive to working Registered Nurses who want to earn continuing education units or a higher degree. Poorly funded and ill-equipped to meet the DE demand, nursing programs began reallocating resources to support DE.
Implications for nursing faculty
As a key resource, nursing educators were expected to assimilate into a foreign DE environment with their existing experience and training. It was soon discovered that teaching online requires alternate teaching and learning processes whereby educators must communicate differently. Nurse educators found themselves asking questions like, “How do I reproduce learning moments in the online environment?” “How do I cover the same amount of material in this new format?” How will students learn from class discussion with asynchronous class meetings?” (Fortino & Wolf, 2007).
Why is teaching online so different?
In the traditional classroom, the learning environment is authoritative and teacher- centered. Students passively receive information in a traditional lecture format from educators who are positioned in front of the classroom. Online, the learning environment is student-centered which places all major learning responsibilities on students through a self- directed, active learning process (Cook & Dupras, 2004). Students learn remotely, often in their own homes, on their own time. Educator roles are modified; they are less likely to be the primary source of information because real time face to face (f2f) interaction is limited. Educators become facilitators and serve as a guide in the learning process by engaging student involvement through instructional activities, providing feedback, and evaluating learning outcomes (Yukselturk, & Bulut, 2007). Of note, online educators are more likely to perceive students as colleagues.
Communication strategies
Online educators must become more course design conscious because activities and discussions are heavily focused on learning outcomes (Jones & Wolf, 2010). In order to compensate for the lack of f2f interaction, communication strategies are directed at engaging and supporting students in the online learning environment while maintaining the responsiveness and accessibility of the traditional classroom. Strategies that are aligned with one or more of the six American Nurses Association’s Professional Standards (ANA, 2000), are denoted with the corresponding Roman numeral.
I. Assessment of educational needs
II. Diagnosis of learner needs
III. Identify educational outcomes
IV. Planning
V. Implementation
VI. Evaluation
Engagement
Engaged students share information, opinions, analyze data, and solve problems by working together (Billings & Halstead, 2009). Evidenced based literature (Cook & Dupras, 2004), proposes ways nurse educators can keep online learners motivated:
• Facilitate student involvement by sharing expertise and offer encouragement (V).
• Foster social connections through peer interaction in the discussion forum and group assignments (V).
• Promote critical thinking by asking students to critique posted peer assignments or lead a discussion group (V).
• Assume a subtle presence in discussions then summarize or emphasize key learning concepts (III, V,VI).
• Stimulate thoughtful responses by using special communication techniques (such as Socratic questioning (V,VI).
It is pertinent to mention that online discussions result in rich responses because students have more time to reflect and research a well thought out answer (Ryan, Carlton, & Ali, 2004).
Support
Online educators offer student support in the form of direction, guidance, and technology. First, it is a good idea to identify learners who are new to the online environment and guide their adaption to student-centered learning (I, II). Educators provide orientation about online learning requirements so students have a better understanding of a self-regulated learning environment (Yukselturk, & Bulut, 2007). Next, employ proactive communication such as anticipating student questions and regularly offering reminders (I, II, IV, V). Address questions and facilitate discussion in a direct, consistent manner. It is also important to establish formally netiquette guidelines maintaining respectful online communication, emails, discussion forums, and collaborative group assignments (Jones & Wolf, 2010). Students should be aware of tone of written text to avoid misinterpretations. For example, words that are bolded or capitalized may signify anger. Finally, educators are often the first line of support for technological issues (Cook & Dupras, 2004). Possessing broad knowledge of the web-based learning system, basic troubleshooting, and resources is helpful for students (II, IV, V).
Responsiveness
Feedback is beneficial to learning because it makes students feel more connected and comfortable (Hismanoglu & Hismanoglu, 2009). To save time, educators can create and save standards responses for commonly asked questions (I, II), and utilize a teacher’s assistant large classes to help manage communication and ensure feedback is given in a timely manner (Billings & Halstead, 2009).
Hismanoglu & Hismanoglu, (2009), presents two types of feedback:
Information feedback :
1. Establish schedule for prompt grading and returning of assignments (IV, V).
2. Return assignments with comments (VI).
3. Schedule timely, individual responses to student discussion forum (I, II).
4. Outline grading criteria (V, VI).
Acknowledgment feedback:
1. Establish a response policy and publish it in the course syllabus (IV, IV, V).
2. Note students who fail to participate and notify them privately (VI).
3. Confirm receipt of assignments (II).
Accessibility
Students must be provided with alternate means for directly contacting faculty. Arrange electronic office hours but keep in mind there will be times when immediate responses are needed (I, II, IV, V). Flexibility is warranted and timely, individual responses are important to validate and/or correct learning (V, VI), before moving onto next concept (Billings & Halstead, 2009).
I. Assessment of educational needs
II. Diagnosis of learner needs
III. Identify educational outcomes
IV. Planning
V. Implementation
VI. Evaluation
Engagement
Engaged students share information, opinions, analyze data, and solve problems by working together (Billings & Halstead, 2009). Evidenced based literature (Cook & Dupras, 2004), proposes ways nurse educators can keep online learners motivated:
• Facilitate student involvement by sharing expertise and offer encouragement (V).
• Foster social connections through peer interaction in the discussion forum and group assignments (V).
• Promote critical thinking by asking students to critique posted peer assignments or lead a discussion group (V).
• Assume a subtle presence in discussions then summarize or emphasize key learning concepts (III, V,VI).
• Stimulate thoughtful responses by using special communication techniques (such as Socratic questioning (V,VI).
It is pertinent to mention that online discussions result in rich responses because students have more time to reflect and research a well thought out answer (Ryan, Carlton, & Ali, 2004).
Support
Online educators offer student support in the form of direction, guidance, and technology. First, it is a good idea to identify learners who are new to the online environment and guide their adaption to student-centered learning (I, II). Educators provide orientation about online learning requirements so students have a better understanding of a self-regulated learning environment (Yukselturk, & Bulut, 2007). Next, employ proactive communication such as anticipating student questions and regularly offering reminders (I, II, IV, V). Address questions and facilitate discussion in a direct, consistent manner. It is also important to establish formally netiquette guidelines maintaining respectful online communication, emails, discussion forums, and collaborative group assignments (Jones & Wolf, 2010). Students should be aware of tone of written text to avoid misinterpretations. For example, words that are bolded or capitalized may signify anger. Finally, educators are often the first line of support for technological issues (Cook & Dupras, 2004). Possessing broad knowledge of the web-based learning system, basic troubleshooting, and resources is helpful for students (II, IV, V).
Responsiveness
Feedback is beneficial to learning because it makes students feel more connected and comfortable (Hismanoglu & Hismanoglu, 2009). To save time, educators can create and save standards responses for commonly asked questions (I, II), and utilize a teacher’s assistant large classes to help manage communication and ensure feedback is given in a timely manner (Billings & Halstead, 2009).
Hismanoglu & Hismanoglu, (2009), presents two types of feedback:
Information feedback :
1. Establish schedule for prompt grading and returning of assignments (IV, V).
2. Return assignments with comments (VI).
3. Schedule timely, individual responses to student discussion forum (I, II).
4. Outline grading criteria (V, VI).
Acknowledgment feedback:
1. Establish a response policy and publish it in the course syllabus (IV, IV, V).
2. Note students who fail to participate and notify them privately (VI).
3. Confirm receipt of assignments (II).
Accessibility
Students must be provided with alternate means for directly contacting faculty. Arrange electronic office hours but keep in mind there will be times when immediate responses are needed (I, II, IV, V). Flexibility is warranted and timely, individual responses are important to validate and/or correct learning (V, VI), before moving onto next concept (Billings & Halstead, 2009).
Primed for success: Student characteristics
As discussed before, online distance education places the responsibility of learning on the students much more than traditional education so there certain student characteristics that predict success (Yukselturk, & Bulut, 2007).
• Awareness of responsibilities
• Self disciplined.
• Self-regulated learners (able to select, organize, plan and control the
form and amount of their instruction).
• Active in their learning process
• Eager to interact with their peers and instructors.
• Self-efficacy (belief in one’s capabilities)
• Intrinsic motivation (one’s own desire to do well)
• Awareness of responsibilities
• Self disciplined.
• Self-regulated learners (able to select, organize, plan and control the
form and amount of their instruction).
• Active in their learning process
• Eager to interact with their peers and instructors.
• Self-efficacy (belief in one’s capabilities)
• Intrinsic motivation (one’s own desire to do well)
Inviting problems: Student characteristics
• Underestimating time and effort necessary for courses
• Lack of time management
• Not familiar with this student centered learning methods
• Lack motivation
• Lack of time management
• Not familiar with this student centered learning methods
• Lack motivation
The future of DE
On the student front: With continuing advancements in technology, DE will become ultra flexible. Using m-learning, f2f learning will not only be restored but will be more accessible and portable than ever (Baggaley, 2008).
On the faculty front: There is a movement among colleges requiring DE faculty become certified distance educators (Jones & Wolf, 2010).
On the faculty front: There is a movement among colleges requiring DE faculty become certified distance educators (Jones & Wolf, 2010).
Conclusion
“As distance education, especially online education continues to expand, the need for determining and maintaining quality in the process of designing, developing, and delivering online education is becoming an important issue” (Yukselturk, & Bulut, 2007, p.71). Reconceptualizing communication approaches and implementing new strategies will ensure a rewarding learning environment for both educators and students.
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