CHAPTER 22

Blended Learning

Arlene J. Lowenstein

To an experienced educator, who was also a digital immigrant, the first entry into online teaching was a challenge,

but has now become a love affair.

—Arlene

DEFINITION AND PURPOSES

Garrison and Vaughan (2008) define blended learning as “a coherent design approach that openly assesses and integrates the strengths of face-to-face and online learning to address worthwhile educational goals” (p. x). They note that it is a thoughtful fusion of classroom teaching and online learning experiences.

Thoughtful is the key word here, because the learning opportunities and experiences are crucial, and the course needs to be specifically designed to allow students to discover and work with those opportunities. Blended learning requires a restructuring of class contact hours with the goals of engagement of the student in the learning process and extending access to learning opportunities that may be found on the Internet (Garrison & Vaughan, 2008).

Online teaching can be synchronous, where students will be online (OL) at the same time (e.g., chat rooms and teleconferences), or asynchronous, where students can access the course and post responses at any time, day or night, in different time zones. Blended learning, also known as hybrid or mixed mode, is a combination of online plus face-to-face (f2f) classroom sessions. Blended learning may utilize less class time but adds asynchronous learning time. A blended course may be designed 50% onsite classroom and 50% asynchronous online time, or 70% and and 30%, or other percentages. The ratio will vary depending on the course and needed content. Synchronous class time may also be used, but that is not required.

The method chosen and class design depends on the learning objectives.

Understanding the Blended Course Environment

An online platform is used to allow students to access course information by logging in with the user name and password anytime, beginning a few days 337

338 CHAPTER 22 • BLENDED LEARNING

before the first day of class and ending when the course ends, after final exams.

The course syllabus and other posted classroom materials, including PowerPoint presentations, videos, or other lecture materials, allow students to review materials and refresh their memory if they so choose to do so. Announcements and communication methods, such as emailing the students and group discussion boards, may also be available. The instructor can post materials anytime during the course, so that lecture materials may be posted before the class during which the lecture is given, to encourage preparation, or after the lecture has taken place, to allow the students to review for exams or assignments.

Discussion Posts

Discussion posts may be assigned at varying times during the course, or weekly, again depending on class design. Each student is expected to post a 200- to 300-word statement to each assigned discussion, commenting on the readings and addressing the instructor’s discussion questions, thereby beginning what is known as a threaded discussion. Students then respond to two or more of their classmates’ threaded discussion postings. Faculty may encourage additional replies in order to set up a learning community dialogue, where discussions provide a conduit for learning for both students and the instructor. A scheduled due date for original posts and responses assists students in organizing their work.

Discussion posts may be graded or not, but students should receive feedback on their posts from the instructor and other students.

Assignments

Papers and group and individual projects can be assigned along with specific assignments, such as searching for additional resources and Web sites to share through the postings. Assignments may be posted and graded online or turned in on class days, depending on teacher preference.

THEORETICAL RATIONALE

In the 1990s, Badrul H. Kahn (2005, 2007) was concerned with what it takes “to provide the best and most meaningful flexible learning environments for learners worldwide.” His answer to this question was developed into a framework for online learning, and this model is used internationally. He understood that e-learning did not include just teaching, but required a combination of factors to be effective. His framework consisted of eight elements, the first being institutional, which discusses Theoretical Rationale 339

administrative elements and the need for administration understanding and support.

Pedagogical refers to the learning goals and design, and the need for adaptation to the expansion of opportunities available through online learning. The technological section refers to the infrastructure available to produce effective online teaching, avoiding the frustration that can occur with poor technology, and this goes along with the interface, which discusses how the user interfaces through the technology with those learning opportunities. Evaluation is critical for both learners and content to understand the problems and seek solutions to improve the learning.

The management section is the management of the learning environment, who is responsible, and how is it done, and the resource support refers to required resources other than the nontutorial components. The ethical portion is related to diversity issues, and ethical concerns in the learning (Fig. 21-1).

Harvey Singh (2003) adapted Kahn’s framework to blended learning programs to serve as a guide to planning, developing, delivering, managing, and evaluating blended learning programs. He noted that blended learning includes several forms of learning tools and mixes various event-based activities, including face-to-face and e-learning that can include both synchronous and asynchronous learning activities along with self-paced learning.

Figure 22-1 A framework for e-learning.

A Framework for

E–Learning

Pedagogical

Technological

Institutional

Interf

Design

ace

Ethical

Resource

Suppor

aluation

Management

Source: Badrul, H. (2009). E-learning framework. Available at: http:badrulkhan.com. Accessed January 21, 2010.

63442_Ch14_F0002.eps

340 Chapter 22 • Blended learning

Singh’s (2003) studies have found that blending provides various benefits over using any single learning delivery medium alone. He recognizes that learning is not a one-time event, but it is a continuous process. The concepts in the Kahn framework demonstrate the need for a broad base of support, as well as the instructional or pedagogical issues to implement and carry out blended learning offerings. Singh has looked at each piece of Kahn’s framework in relation to how it can be developed to establish effective blended learning.

Ausbum (2004) explored instructional features most important to adult learners in blended classes. She found that most adults in her study valued course designs that contained options, personalization, self-direction, variety, and a learning community. They enjoyed and highly valued two-way communication with their classmates and instructor, and felt that they benefited from frequent announcements and reminders from their instructors. However, she also found that in online instruction, as in more traditional environments, learners with different learning styles and characteristics do prefer and benefit from various instructional features and goals, depending on their previous experiences or learning style. Their preferences were not all the same. Active and self-paced learning established in blended learning can relate effectively to different learning styles and student preferences.

CONDITIONS

Developing the Learning Community

Discussions can be set up for specific weeks during a course or used every week, depending on the course objectives. It is important to develop a discussion learning community where students feel safe to talk to each other with little interference, except for guidance and nurturing from the instructor. Trust takes time to build, and the instructor needs to support students in this, so they do not keep quiet or hold back in the discussion because of fear of criticism. Students need to be given guidelines for discussion posts. Students need to be instructed about netiquette, for example, derogatory personal comments or attacks must be avoided. Instructor responses must demonstrate that mistakes are expected in a learning environment, and students do not need to be embarrassed, punished, or ashamed of those mistakes because they will learn from them. Instructors can provide constructive critiques via email to ensure privacy and avoid embarrassment for individual students as needed. Discussion boards can be more informal than required papers; however, students using traditional Internet speak may need to define those abbreviations for new computer uses, and our smiling face can be used to provide emotion :-).

Conditions 341

Encouraging students to ask questions when unsure of the lecture or e-learning environment is valuable, and be sure they know not to hold back because they may feel the question was a “silly” one. There are no silly questions! One student’s question may also be in the mind of other students who were afraid to ask because they may feel it was “dumb,” or “they should have known” and did not want to receive criticism from the instructor and/or classmates or be embarrassed. It can be helpful to have a separate discussion board where students can ask the instructor questions, and the instructor’s response is then available to all students. Depending on the technology available, it may be possible to allow a student to post a question anonymously. Personal questions or comments can be handled by email.

Discussions should promote evidenced-based practice, and encourage students to apply the research they are reading to their clinical environments.

Asking students to apply the readings to case studies, to their clinical practice, and personal experiences promotes critical thinking and spurs interest by making the material come alive and relevant, thereby enhancing the lecture material.

While classroom discussions are limited in the numbers of students that can be active, online discussions involve everyone. In large classes, small discussion groups can be established, and it can be exciting to see the different impressions and experiences that students talk about among themselves.

Instructors need to stay in the background during the discussions, allowing the students to create a dialog among themselves—the “guide on the side,” rather than the “sage on the stage” (Collison, Elbaum, Haavind, & Tinker, 2000). Instructors can correct or add information to the discussions when specific points need attention, but the discussion needs to be student centered. Avoid a constant student-to-instructor and back again conversation, but encourage students to discuss with each other instead. The student who provides a main post should be instructed to return to that thread and answer classmates’ response posts, challenges, and questions. Students should also be instructed to avoid “cheerleading,” a one-line post that says nothing more than “that was a good post” or “great post,” but to say why it was a great post, but also to constructively challenge and ask questions, and to express their own experiences that relate to the thread under discussions.

As you monitor the discussions, you will get to know your students well and learn from them as they learn from you.

Planning and Modifying

Planning is very important to develop a coherent course that stays within the expectations for a student workload that is necessary, but not excessive for the topic. It is very important not to overload students with work for the course and that students 342 Chapter 22 • Blended learning

Table 22-1 Ten Questions to Think About for Blended Course Design 1. What do you want students to know when they have finished taking your blended course?

2. As you think about learning objectives, which would be better achieved online and which would be best achieved face-to-face?

3. Blended teaching is not just a matter of transferring a portion of your traditional course to the Web. Instead it involves developing challenging and engaging online learning activities that complement your face-to-face activities. What types of learning activities do you think you will be using for the online portion of your course?

4. Online asynchronous discussion is often an important part of blended courses.

What new learning opportunities will arise as a result of using asynchronous discussion? What challenges do you anticipate in using online discussions? How would you address these?

5. How will the face-to-face and time out of class components be integrated into a single course? In other words, how will the work done in each component feed back into and support the other?

6. When working online, students frequently have problems scheduling their work and managing their time, and understanding the implications of the blended course module as related to learning. What do you plan to do to help your students address these issues?

7. How will you divide the percent of time between the face-to-face portion and the online portion of your course? How will you schedule the percent of time between the face-to-face and online portion of your course (e.g., one 2-hour face-to-face followed by one 2-hour online session each week)?

8. How will you divide the course-grading scheme between face-to-face and online activities? What means will you use to assess student work in each of these two components?

9. Students sometimes have difficulty acclimating to the course Web site and to other instructional technologies you may be using for face-to-face and online activities. What specific technologies will you use for the online and face-to-face portions of your course? What proactive steps can you take to assist students to become familiar with your course’s e-learning and those instructional technologies? If students need help with technology later in the course, how will you provide support?

10. There is a tendency for faculty to require students to do more work in a blended course than they normally would complete in a purely traditional course. What are you going to do to ensure that you have not created a course and one half? How will you evaluate the student workload as compared to a traditional class?

Source: Blended Learning Institute: School for Health Studies. (2008). Academic Technology, Simmons College, Boston, MA.

Types of Learners 343

feel that the work is doable, which can encourage student motivation in self directed learning (Keller, 2008). The Simmons College Academic Technology Department presented a workshop for instructors interested in establishing a blended learning course, and participants were asked 10 specific questions to think about as they worked on their course plans (see Table 22-1). Planning takes time and needs to be carried out well before the classes begin. The online portion must be completely developed and posted prior to the beginning of the course. Last minute preparation that may occur with traditional classroom lectures must be avoided, although modifications, such as adding additional information and resources or correcting information, can be made during the course with appropriate notification to students.

Working with Technology

Success in online teaching requires close collaboration with the school’s instructional technologists. Make them your best friend, and try to have a specific person to work with. Encourage students to attend technology orientations and to contact them with computer issues. Orientation to a course may include a scavenger hunt for students within the e-learning environment, which may allow students to download certain files, take practice quizzes, send an email, etc., and enter the results, information from the documents, or a special word from mail message to guarantee that they can access all e-learning tools and successfully access the tools required for the course.

Faculty need to work with instructional technology to learn to work with the online platform and keep up-to-date with changing technology. Technologies such as wikis (excellent for group projects because students can access and edit a group paper, rather than using email), blogs, voiceover PowerPoints, podcasts, and other technologies can be incorporated within the course, but too many different technologies can be overwhelming to students. It is critical to meet technology deadlines in preparing your classes, so the course template can be set up on time.

TYPES OF LEARNERS

Blended learning can be used with graduate and undergraduate students.

Digital natives are usually younger students who grew up with and are familiar with computers and facile in using them, but there still may be younger students that require assistance. Digital immigrants are those of us who did not grow up with computers (Prensky, 2001). Some of the student “immigrants” have been able to adapt well, while others take longer, and may require assistance. It takes time for some students to understand this format and how to work with it, especially 344 Chapter 22 • Blended learning

when they have not previously worked in online course work. A blended learning course requires students to be self directed and take responsibility for their learning. It is active learning, and it may take time for them to learn that their behavior needs to be different from attending a totally in class lecture course, and changing behaviors is not easy. Faculty need to assist students with learning new organizational ways to manage their course responsibilities and reduce confusion. All students need to know where to go for help with technical problems.

Technical glitches cause frustration for both students and instructors.

USING THE METHOD

Begin planning a blended course by defining course objectives (see Table 22-2).

Meeting objectives is a prime responsibility in designing a course lesson plan. The next step is to carry out a literature review of articles and Web sites that will be used for course readings, and can be assigned to students to supplement the textbook and used for discussion post assignments. During the course, asking students to research and post appropriate articles and Web sites expands their learning opportunities.

Develop a detailed lesson plan for each class, which includes each area of the f2f and online course environments, and noting quizzes, exams, and other learning assessment strategies as appropriate (see Box 22-1). This is the “thoughtful” portion of the class, designing the course around the objectives and determining appropriate learning activities. Objectives and learning activities should be determined for each week of the course. It is important to develop a grading Table 22-2 Blended Learning Preparation

• Define course objectives.

• Carry out a literature review of articles and Web sites

• Develop a detailed lesson plan for each class that includes each area of the f2f and online course environments, and noting quizzes, exams, and other learning assessment strategies as appropriate.

• Write discussion questions, and assignments for each week of the course.

• Prepare quizzes and exams.

• Develop grading rubric and clear expectations for discussions and other assignments.

• Prepare the course syllabus to be posted on the Internet platform

• Prepare a welcoming letter.

• Materials for student access should be posted prior to the first day of class, although access dates may be controlled.

Potential Problems 345

rubric and clear expectations for discussions and other assignments (see Box 22-2). Writing discussion questions and assignments for each week of the course comes next. Discussion questions should relate to the weekly class objectives, and the overall course objectives. Students can also be asked to research articles or other materials and present them in the discussion board for that week, so that the other students can see and develop a conversation about them. The next step is to prepare quizzes, exams, and guidelines for assignments. Exams may be offered in class or online. The instructional technologist should be able to help faculty with learning how to utilize and post online quizzes.

Once the instructor has compiled the information and learning activities that will go into the course, it is time to prepare the course syllabus that puts the lesson plan information into a document explaining what will be expected from students for the course, includes the grading rubric and contains a schedule of the dates and time students are expected to be in class or posting on the discussion board, with deadlines for the posting process. Instructors can provide individual feedback by email to students when needed instead of using the discussion board, but students need to know that, and when they should, or should not, utilize email rather than the discussion board. Email is usually used for personal or grading issues that allow for student privacy. It is helpful to prepare a welcoming letter that clearly explains your teaching methodology, expectations for student participation, and who students should contact for technical issues and help. Materials for student access should be posted prior to the first day of class, although access dates may be controlled.

Course evaluations may be carried out in class on the last day of class, or online if the last class is a scheduled online class. As with quizzes and exams, evaluations can also be developed in an online format. Online capabilities also allow for keeping statistics, such as how often students access the course online, to assist in course evaluation (Ginns & Ellis, 2009). A caution to be considered is that steps need to be taken to see that course instructors does not have access to the evaluation posted online that includes identifying information from the student. Students need to be sure that their online posting is anonymous from their instructor, and this may be a technical issue to be resolved.

POTENTIAL PROBLEMS

Student Self Direction

Successful students are self disciplined in completing assignments and discussion posts on time. Patterns of late or missed discussions need to be recognized and challenged using a positive and nonpunishment-oriented 346 Chapter 22 • Blended learning

approach, especially early in the course as students are getting used to the process. Avoid criticizing students on the discussion board for everyone to see, but use email or conferences to discuss the problems individually with students.

There will be some students who are exceptional in their postings, and others who will barely meet the minimum requirement. It is helpful to provide feedback to both types of students. It is important to remember that life can interfere with a student’s ability to participate at times. Illness, family celebrations, or a death of someone close needs to be recognized and students supported as much as possible. Students need to understand that they need to notify the instructor of such occurrences as soon as possible and make arrangements for missed work if possible.

Plagiarism

Plagiarism policies need to be clearly spelled out. Many online platforms use or provide programs to examine papers for evidence of plagiarism. Instructors need to emphasize the importance of citing references.

CONCLUSION

Overall, I have found that students in my online and blended courses learned better, faster, and retained more information that they were able to apply, than students in my f2f classes.

Comparison of Blended and F2F Courses

Blended Course Advantages

• Blended courses encourage active learning and student responsibility for their own learning. Increased student participation can increase retention of learning.

• Students learn from each other as well as the instructor, as experiences and resources are shared among them.

• Required onsite classroom time may be reduced, and students can work on their own time and able to avoid conflicts with family and work schedules.

• The online and in-class interactions allows faculty to get to know their students well, if not better than in the straight classroom, through constant individual communications via the discussion board.

Conclusion 347

Blended Course Disadvantages

• Students require knowledge of working with computers. This can be more difficult for digital immigrants, usually older students, than for digital natives, younger students who have grown up with computers, although both groups may need to be strong support.

• Technical glitches can be frustrating and time consuming

• Some students have difficulty with being self directed and taking responsibility for their learning. This approach may be new to them, and they have been used to lectures where all they had to do is sit in class. Change can be difficult. Patience, encouragement, and support may be needed until they become accustomed to the process.

I have also learned an inordinate amount of new information from those students, which is a great benefit to me, and has added to my reference and resource lists. I found that I was able to have students learn as much or more in a shorter period of time than the traditional 12- or 14-week semester. The example following this discussion demonstrated that idea to me, as this was a summer, 6-week session while the usual fall semester was 14 weeks in length. I found that I was able to include all the information from the longer semester, and students were able to retain the material. However, adjusting to a new format definitely takes some getting used to for both students and faculty. Faculty may need to experiment to see what teaching strategies work best at which time. All in all, I have found the rewards much greater than any problems that have surfaced, and so have my students.

BOX 22-1 LESSON PLAN TEMPLATE

Course Title: NUR 390 Theory and Research, Integration

and Synthesis for Professional Nursing Practice

Course Developer: Arlene Lowenstein

Course Objectives

Upon completion of the course the student will:

1. Address the historical influences in health care, nursing research, and in the nursing profession and their influences on the nursing profession today.

2. Explore the application of theories within the discipline of nursing and other disciplines and consider their use in practice and research.

3. Identify and explore the various research methods utilized to advance nursing science.

4. Recognize the responsibilities of the professional nurse to advance nursing through research critique and utilization.

5. Consider the role of nurse in formulating research questions and contributing to conduct and dissemination of research findings.

6. Apply principles of evidenced based practice and research utilization as related to clinical practice issues.

348 Chapter 22 • Blended learning

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Conclusion 349

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Note: This 6-week course was taught in the summer for 12 undergraduate RN to BSN students. Because of the accelerated nature of the course, a discussion board was used each week.

350 Chapter 22 • Blended learning

Box 22-2 GradinG ruBric for discussions

A Grade

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examPLe

The fol owing example is from a nursing research course I taught for RN to BSN students. The course was held in the hospital in which the students were working. This was a summer course for 13 students, taught in a 6-week time frame, rather than the traditional 12- to 14-week format used in the fal and spring courses. The traditional format for this four-credit summer course would have had two lecture sessions each week, but that would be difficult for the students, who were al working as RNs, and for the hospital in which they were employed. Although I had taught ful y online courses prior to this course, I had no experience with a blended format, but knew about that possibility. I decided to try that for this semester. I spoke with our academic technology department for advice, and was invited to a blended learning workshop for other faculty members who were interested in blended learning, and I was welcome to attend to begin to develop and plan the course. That workshop was extremely valuable to me as I looked at the differences between a strictly online course, a strictly classroom course, and worked on the blended model of including both modalities. The course description and objectives were based on the traditional course description and objectives as fol ows.

Conclusion 351

COURSE DESCRIPTION

The course is an upper level course designed to assist the senior level student in the continued integration and application of research and theory in nursing practice. Theoretical and historical perspectives wil be discussed as integrated within the research process. A spirit of inquiry wil also be fostered as many clinical questions remain that require a nursing perspective for future study. Principles of nursing research, critique, and utilization in clinical practice wil be highlighted and students wil be given the opportunity to develop a research-based project. Independent learning, self-direction, and understanding of group interaction in the teaching–learning process are also stressed. Intel ectual integrity, creativity, and open communication are fostered in an environment of cooperative learning.

COURSE OBjECTIVES

Upon completion of the course the student will:

1. Address the historical influences in health care, nursing research, and in the nursing profession and their influences on the nursing profession today.

2. Explore the application of theories within the discipline of nursing and other disciplines and consider their use in practice and research.

3. Identify and explore the various research methods utilized to advance nursing science.

4. Recognize the responsibilities of the professional nurse to advance nursing through research critique and utilization.

5. Consider the role of nurse in formulating research questions and contributing to conduct and dissemination of research findings.

6. Apply principles of evidenced-based practice and research utilization as related to clinical practice issues.

Based on the course objectives, developing the course lecture plan (see Box 22-1) was the first step, fol owed by the discussion board rubrics (see Box 22-2). The rubrics were developed on the basis of achieving the course objectives and each rubric dealt with one or more of those objectives.

However, in some instances I found the rubric to be too subjective, and may need some revision in future classes, but it serves as an example of the process. The course was implemented very successfully. Here are some of the undergraduate RN to BSN student comments to their classmates about the research hybrid course:

“Thanks to al my classmates, I think the term ‘learning community’ real y summed up the experience very wel . I do like the format and flexibility of on-line discussion. I think it al ows a more considered participation than that of just class room, often I wil think about a discussion or response and have a question or comment later on. I think we did cover a real y good amount of material in a relatively short time—and acquired some great skills to bring forward.”

“First of all I want you all to know that I cannot believe how much I learned in this course. Although, I felt at times to be in an ocean without a life jacket, you were al there to help. Thank you for letting me whine. I really appreciate all of the support you ladies have given.”

“I liked the idea of on line classes. this was my first one and i liked it,”

“Hi Susi, thanks for another great post. I enjoy reading other peoples interpretation of something I have read and getting their perception.”

“Hi all, I just learned not to hit enter after the subject box or else it gets posted. And second thing I learned was if you save your thoughts as a draft, you have to remember to go back and actual y post it. Thanks Arlene.”

352 Chapter 22 • Blended learning

REFERENCES

Ausbum, L. J. (2004). Course design elements most valued by adult learners in blended online education environments: An American perspective. Educational Media International, 42(4), 327–337.

Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood Publishing.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: Jossey-Bass.

Ginns, P., & Ellis, R. (2009). Evaluating the quality of e-learning at the degree level in the student experience of blended learning. British Journal of Educational Technology, 40(4), 652–663.

Kahn, B. H. (2007). Flexible learning in an information society. Englewood Cliffs, NJ: Idea Group.

Kahn, B. H. (2005). Managing e-learning strategies: Design, delivery, implementation, and evaluation.

Hershey, PA: Information Science Publishing.

Keller, J. M. (2008). First principles of motivation to learn and e3-learning. Distance Education 29(2), 175–185.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51–54.

CHAPTER 23

Distance Education:

Successful Teaching–

Learning Strategies

Kathy P. Bradley and Sharon M. Cosper

INTRODUCTION

Today, distance education is offered using a variety of media-based technology. The technology allows instructors to deliver content in live and delayed time formats. The use of technology allows teacher–learner interaction in two ways: synchronous and asynchronous. Synchronous interaction involves real-time, live conversation during the instructional delivery. Asynchronous is described as delayed, occurring either before or after the instructional setting (Miller & King-Webster, 1997). The purpose of this chapter is to describe the use of synchronous distance education learning methods used in teaching in the healthcare professions. Therefore, it is essential for new practitioners to understand the concept of distance education and its application (Zapantis & Maniscalco-Feichtl, 2008). The debate over the merits of distance education varies from blind adoration with assertions that teaching with technology can resolve weaknesses in traditional teaching methods, to opponents who insist distance teaching is not capable of producing the same learning outcomes associated with traditional teaching methods (National Education Association

[NEA], 2000).

Synchronous videoconferencing allows for teaching professional students located at remote sites. Students enrolled in healthcare professional curriculums require the maximum level of interaction in order to facilitate the mastery needed for complex knowledge, skills, and behaviors required by the professions (Gallagher, Dobrosielski-Vergona, Wingard, & Williams, 2005). Healthcare professions are increasingly challenged to meet the needs of learners and provide care in remote areas. New technologically based instructional trends are available for providing needed health-related 353

354 CHAPTER 23 • DISTANCE EDUCATION

professional education. The educational trend for the 21st century continues to include the use of synchronous technologies to offer effective and innovative healthcare education. Examples of a planning process, benchmarks, identification of possible pitfalls, and strategies for success will be shared from the literature and from experiences (Jurczyk, Benson, & Savery, 2002; Tucker, 2001).

DEFINITIONS AND PURPOSE

The trended use of a variety of technologies and instructional systems has brought about a change in education and instructional delivery. Distance education is described as an instructional delivery method occurring when learners and educators are separated by time and/or distance during the teaching–learning process. Technology is integral to the learning experience for the new generations of learners (Bedord, 2007). The use of accelerated learning technologies has created dramatic changes in how health professions’ students learn. Distance education represents the convergence of a host of opportunities and challenges (Keller, 2005). Greene and Meek (1998) described distance education as a quasi separation of the educator and learner requiring central involvement in the planning, development, and delivery of instruction. The use of distance education has provided alternative educational opportunities that may not otherwise be available because of learners’

constraints such as family, work, or social commitments. Current technology is integral to the learning experiences for the new generations of professional learners (Bedord, 2007).

THEORETICAL FOUNDATIONS

Educational technological theories are also referred to as techno-systemic or systemic theories. They are generally focused on the improvement of the instructional message through the use of appropriate technologies. Historically, research efforts in distance education have focused primarily on the capacity of computers to process information and explore ways to improve the quality of interaction between the learner and the content. The technological upsurge in the last 20 years has had a significant influence on educational institutions in terms of the use of technological development and the evolving concept of curriculum development and instructional delivery methods (Anderson, Beavers, VanDeGrift,

& Videon, 2003).

Theoretical Foundations 355

In the 1960s, technology was viewed as the pioneering methodology of education. In 1968, the United States established the Commission on Instructional Technology to analyze the benefits of technology for educational purposes. The commission’s report identified the use of technology as a contributing force to an educational revolution. The report called for studies to examine methodologies that effectively improved the acceptance, and progression of the use of distance education (Bertrand, 1995). The report motivated future studies, resulting in the creation of the NEA and establishment of research-driven quality benchmarks for distance education in higher education. These benchmarks were formulated from practical strategies in use by leading US universities. The categories of quality measures included institutional support, course development, teaching–learning strategies, faculty support, student support, and evaluation and assessment methods (NEA, 2000). These benchmarks are used to establish standards for distance education courses.

The term technology is broadly used in the literature to describe all technology including computers, videoconferencing, Internet, and resources to provide instruction from the systematic application of scientific knowledge to solving practical problems. The main focus of a synchronous educational theory is to propose an organization for the use of instructional methods that could be used to effectively transmit learning content to individuals at another site. The use of learning or instructional technology is an approach that places emphasis on components of communication and the selected learning methodologies. Instructional technology is a method to systematize learning in a general applied method (Ely, 2000). Pregent (1994) described distance education as a meta approach to the relationship between theory and practice. Instructional technology is an interdisciplinary process and applicable in all fields of study. Instructional technology involves the process of organizing the learning environment with the selected instructional methods and means. It involves the systemic conception of instruction (Ely, 2000).

There are two main educational trends within the technological movement, system theory and hypermedia theory. The system theory offers numerous models that have been applied in secondary and postsecondary institutions.

Von Bertalanffy (1998) expanded system theory’s scientific roots to include an analysis of the parts and processes associated with a life form. Romiszowski (1986) outlined stages of the systems approach and instructional systems.

The principal implementation methods included organizing the instructional process into a flowchart of performance objectives and then sorting the identified objectives into appropriate learning taxonomies for usage. Figure 23-1

highlights this process. The process then allows the instructor to select the necessary elements including groups, texts, audio-scripto-visual devices, 356 Chapter 23 • DistanCe eDuCation

Figure 23-1 Outline of effective distance education learning process.

Conduct needs assessment to determine learning content

Develop healthcare performance objectives

(knowledge, values, and skills)

Assess students’ learning styles and characteristics

Develop learning experiences and select technology

Plan interaction components to supplement learning

Provide supplemental communication and experiences

Conduct formative evaluation to determine the interim outcomes Modify learning and teaching needs, if needed

Summative evaluation

Theoretical Foundations 357

videoconferences, computers, etc. Information is gathered on the learners’

characteristics and needs, and the learning objectives are modified accordingly. Operational plans for teaching and learning are developed. This method takes into account the learners, the performance needs, organization, use of systems theory, and the learning conditions.

Technology defines the external learning conditions, while internal learning conditions involve the cognitive processing required by the individual learner to master the performance or knowledge expectations (Anderson et al., 2003). Pregent (1994) described the applicability of the systems approach as appropriate for all disciplines. He described the instructor as the stage director, facilitator, coach, or informational engineer who determines what is to be learned. The instructor also develops the plan needed for learning to occur and assesses the activities and means necessary to promote accomplishment of the specific learning outcome. The instructor provides feedback and corrects any inadequate performance or learning. The instructor assumes the role of motivator (Bertrand, 1995).

Hypermedia educational theories originate with the selection of the use of the technology or cybernetics. Hypermedia theory is based on behavioral and communication learning approaches. The potential use of technology in healthcare education has become commonplace. Hypermedia theories originated with the use of media in education or cybernetics. This approach is based on behavioral and communication theories. The focus in the hypermedia approach is to model the informational processing by using the selected media. Early foundations of this approach were used in mathematical fields. Computers, discs, videoconferencing, and Internet-based instruction are examples of selected media. Five fundamental organizational principles of a hypermedia environment include a variety of interactions, open modeling, domain independence, cooperative instruction, and multimediatization of the presented information (Anderson et al., 2003). The use of multimediatization allows for learning using various forms of media in a variety of ways. The most important learning phenomenon is the evolution of the learning principles used in educational technology requiring experimentation of the content and interactivity. Interaction exploration and discovery of the needed content using technology allows greater student access to the learning process.

Learning theories related to distance education and the use of instructional technology research provides a foundational viewpoint for an interactive healthcare curriculum and the appropriate use of selected instructional technologies. The selected learning theories and technologies are used to enhance the learners’ outcomes. Universities worldwide offer distance learning strategies. Implementation requires an acceptance of the learning 358 Chapter 23 • DistanCe eDuCation

technology, the use of innovative teaching methods, and interactive implementation methods as a required learning process (Keller, 2005). The primary instructional focus continues to be on the interactive process designed to obtain the targeted learning outcomes and performances, not the selected technology (Tucker, 2001).

TYPES OF LEARNERS

Distance education has become a routine aspect of higher education (Bedord, 2007). Most universities offer distance education courses. Universities that use distance education allow for a broader, more diverse student audience. Distance learning is appropriate for a variety of educational programs and learners. This chapter addresses the use of distance education in preparing healthcare professionals, who are generally upper division or graduate-level students. Rapid advances in the health professions and the related technology have fostered innovative teaching and learning methodologies. Healthcare students expect to be adequately prepared to practice as professional care providers. Consumers expect competent, knowledgeable practitioners. Studies involving a variety of health professionals have examined learning outcomes and the pros and cons of educating future health professions using distance education methodology. The literature regarding the effectiveness among healthcare professions continues to be limited in scope; however, numerous studies have described successful learning outcomes (Anderson et al., 2003).

Studies examining the success of distance education and student profiles indicate learner and instructor familiarity with technology was beneficial to the overall learning outcomes. Also, learner motivation and a sense of interactivity were highly predictable of learner success (Gallagher et al., 2005).

Older adults tend to select distance education courses because of conflicting life priorities. Distance education programs allow these individuals more opportunities to pursue a healthcare career. The level of motivation to succeed among these learners is helpful for successful learning outcomes. Larger sample sizes and an examination of learning outcomes for the health professions are needed for more reliable and sophisticated statistical analysis. An important touchstone of distant education has been the ability to contribute to the development of individual learners regardless of life circumstances. Synchronous distance education is appropriate for all types of healthcare learners if attention is paid to the learners’ access to education, adjustment to the new learning environment, individual development, knowledge and awareness of learners in context, and understanding the learners’ perspectives of distance education (White, 2005).

Conditions for Learning 359

CONDITIONS FOR LEARNING

The literature for distance education has provided various suggestions for implementation. Successful distance education methods allow for attention provided to the development of individual learners. This process requires an understanding of the learning needs of the distance learners and their individual learning contexts. Studies examining learning characteristics have identified a positive relationship between self-motivation and distance learning success.

Five central distance education themes have been described: 1. The learner’s access to education is the first critical component of the teaching–learning process.

2. The learner should have easy access to the learning materials and an understanding of the technology.

3. Instructions should be given as to the best way to negotiate content mastery within the technological environment.

4. It should be expected that there will be an adjustment to the new learning environment.

5. It is recommended that the instructor spend time identifying the learners’

needs and characteristics, individual development needs, have knowledge and awareness of learners in context, and understand the learners’

perspectives of distance education (Sherry, 1996; Zapantis & Maniscalco-Feichtl, 2008).

Two crucial conditions for effective distance education are the quality of the instructional process and the technology. As an example, a telemedicine project was conducted to prepare a client education program for childbirth preparation classes. The instruction originated from a large regional hospital and was projected to a remote site at a small rural hospital. Over 6 months, three classes were administered. Formative learning outcomes were examined and the identified advantages included the availability of the learning programs, improved program attendance, and the convenience to the rural participants.

The primary disadvantages of the project were technical problems that occurred, particularly audio quality. This study supported the importance of quality technology systems and support services to the learning process (Byers, Hilgenberg,

& Rhodes, 2003).

The available studies examining distance education using videoconferencing or other synchronous teaching methods all indicated the quality of the instruction, the interaction of the learning, and attention to the learners’ needs and characteristics are critical to the learning outcomes. These data are similar to traditional learning outcomes studies. When all of the aforementioned variables are controlled, the critical condition for success is the quality of the technology 360 Chapter 23 • DistanCe eDuCation

and immediate technology support (Hilgenberg & Tolone, 2000). With few exceptions, students learning in distance education programs have similar learning outcomes (McKissack, 1997). Studies have supported the need for student learning preferences to be honored, the provision of experiential educational experiences, and supportive learning conditions. It should be expected that technological problems must be immediately addressed in order to allow for learning to occur.

University support for quality technology is critical for obtaining the required educational outcomes needed by healthcare professions.

Zapantis and Maniscalco-Feichtl (2008) also described the importance of the quality of the training and support of information technology staff. They described the importance of quality faculty preparation and early student communication for learner motivation and success. The methods included additional scheduling for technology downtime. Ground rules for students included reading the details offered in the course syllabi and the use of the syllabi as a critical source of information. Professionalism and participation expectations should be clearly explained. One major concern is whether the student is contributing to the class. The investment of preparation is essential for effectiveness in distance education.

One study in a clinical laboratory science program documented and disseminated possible difference in academic performance between distance students and on-campus students. The analysis revealed there was no significant difference in the mean final grade point averages and certification scores between the two groups. The findings documented the success of the clinical lab science distance program for educating entry level scientists (Russell et al., 2007). How do educators ensure their distance education efforts are successful? The NEA’s (2000) published a multisite study establishing the following benchmarks as necessary for successful distance education strategic planning: (1) institutional support benchmarks; (2) course development benchmarks; (3) teaching–learning benchmarks; (4) course structure benchmarks; (5) student support benchmarks; (6) student support benchmarks; (7) faculty support benchmarks; and (8) evaluation and assessment benchmarks. Examples of a quality planning process, possible pitfalls, and strategies for success will be shared from the literature and from experiences of one allied health program with a distant education site.

RESOURCES

Identifying the needed resources for successful synchronous learning requires knowledge about how effective instruction is provided. Supportive learning aids need to be developed and the technology support must be seamless. Although the Using the Method 361

learners are participating in the learning process from an electronic classroom, the need for interaction with the content and the professor is critical to the learning process. Learners on the remote site may become codependent on written instructions. Educators need to be aware of the intended objective of written assignments and ensure the directions are clear. Learning outcomes are accomplished if the learning experiences are interactive. Also, handouts and readings supplement the presented content if the sound and video transmission are of a good quality. Poor learning outcomes have been noted with poor sound and video transmission (Mills, Bates, Pendleton, Lese, & Tatarko, 2001; Saba, 2005).

When these resources are secured, distance education teaching and learning methods are appropriate for healthcare professionals.

Synchronous distance learning technology must support the learning ideas.

New system technology includes Internet-based videoconferencing or the video over Internet protocol (VOIP). The distance learning course allows two or more sites to deliver and receive instruction. Communication is interactive between the sites. Each site is equipped with dedicated videoconferencing equipment, cameras, and microphones. Educators may need a personal wireless microphone.

Televisions allow the instructors to view students on multiple campuses. The remote site views a video image of the instructor and other students at the transmission site. The instructor may use PowerPoint slides, SmartBoard, or transmission software such as Tegrity to supplement the projected learning content. A document camera may be used to project documents or demonstrations of practice techniques, such as the correct methods for management of a hand contracture.

Various other technology, such as Webinars, for interactive classrooms also allow for interaction and demonstrations (Wimba, Inc., 2009). The process is effective with fostered faculty-to-student and student-to-student interactions with supportive experiential and flexible presentations (Anderson et al., 2003).

USING THE METHOD

A model has been developed by a southeastern graduate occupational therapy (OT) program located within a health sciences university to foster teaching–learning success. The literature describes the elements used in this model as supportive effective learning outcomes. A model for distance education is proposed to guide other healthcare programs considering the use of distance technology or the virtual classroom. The model may be applied to traditional classroom content as well as for practice application teaching–learning experiences. The model continues to advocate for the critical element of instructor–learner and learner-to-learner interaction using a variety of experiential teaching methods. The decision to consider the use of distance 362 Chapter 23 • DistanCe eDuCation

education centers on matching the appropriate technology to the appropriate learning need. The technology choice is always secondary to the learners’

needs and the program’s required knowledge, values, and skills competencies.

The importance of the instructor–learner interaction is critical to the success of any professional educational program implementing instructional technology methods. The learner must also have experiential learning activities to support the retention of knowledge (Grimes, 2002).

Administrative (Institutional) and Financial Support

Within the proposed distance education model is the required prerequisite administrative commitment and support. Institutional support includes a documented technology plan with established security measures as well as established maintenance of the infrastructure. The administrative support will also require a financial commitment from the institution for staff and faculty training support as well as the hardware and software needed for success and upgraded technologies. University administration and the healthcare education program should create a financial pro forma to project the start-up costs of offering a synchronous educational program. The financial foundation should include: (1) the cost of selected instructional technology; (2) a determination of the number of enrolled students needed to justify the cost of financial expenditures; (3) the cost of faculty and staff development for learning how to appropriately use the technology with selected instructional design strategies; (4) the cost of the selected technology and technological support expenses; and (5) ongoing upgrades or operational expenses (NEA, 2000).

Faculty Support and Commitment

Faculty support and commitment, as well as student support and commitment, are collateral development areas needed to enhance the knowledge, skills, and buy-in for learning within a technological learning environment. In order for distance education to effectively meet the needs of the students, the level of commitment to success the educators have on developing and implementing instruction must be considered by the institution. Published literature examining motivators and inhibitors for faculty with regards to distance education have identified several motivators and inhibitors. With regards to motivators, most studies demonstrate that intrinsic motivators are more commonly the driving force behind faculty desire for involvement when compared to extrinsic motivators.

Some of the top intrinsic motivators identified in the literature include the ability Using the Method 363

to reach new audiences, intellectual challenge, and personal motivation to use technology. The most prevalent trends in concerns related to inhibitors of faculty involvement included a concern with the lack of technical support available and increased time necessary to prepare for distance education curriculum. These areas of concern must be addressed by the institution in order for there to be a successful faculty commitment to distance education; otherwise, the success and quality of the program will be at risk (Cook, Ley, Crawford, & Warner, 2009).

Initial faculty skills in using the selected instructional technologies will be varied. Planning for faculty and student professional development skills will result in significantly improved skills within a short time period. Faculty will need technological assistance and the institution should plan to provide this support. Some faculty members may require support to successful transition from traditional teaching methods to using the technology. Peer mentoring may be helpful to faculty members that are new to distance education. Faculty should also plan to expose applicants and enrolled students to the distance videoconferencing by providing an orientation to guide the learners’ acceptance of the technology. Faculty should be aware of their resources to assist the learners’ acceptance with distance education as well as troubleshooting resources if access is problematic. Faculty should also caution students that their every move or comment may be broadcasted to more than one location at any given moment.

Development of Curriculum Design and Course Materials

for Effective Outcomes

The selected curriculum design will remain constant for the required educational experiences for a curriculum taught by using technology or traditional curriculum design methods. Both areas require organized and planned educational experiences that are guided to promote lifelong learning, as well as individually motivational and experiential learning activities that involve a variety of experiential teaching methods.

The educational program should predetermine expected learning expectations and develop course benchmarks. Identification of programmatic outcomes and beliefs about learning and teaching effectiveness should be articulated.

Curriculum design and learning themes should be formulated with instructional methods to ensure the instructional experience meets the curriculum’s targeted learning goals and objectives. The curriculum components should be clearly communicated with the learners. The students’ awareness of the learning objectives and expectations will enhance their efforts to successfully meet the program and course academic expectations.

364 Chapter 23 • DistanCe eDuCation

The established teaching/learning benchmarks should include frequent faculty interactions and efforts to foster learner-to-learner interactions. Interaction is an essential distance education characteristic requiring prompt, thorough, and constructive feedback. The student enrolled in a distance education program will be dependent on faculty feedback for professional growth. Course structure should include benchmarks for professionalism, expected course participation, and learning outcomes. Faculty should clearly explain the learners’ role with regard to self-motivation and the use of technology required by the distance education program design. Expectations regarding timely submission of student work should be established on the first day of class along with a course template with essential criteria for communication and expectations.

Teaching–learning methods, grading rubrics, and targeted learning expectations should be explicitly explained in the course syllabus. Learning activities for the students enrolled in a distance education healthcare program should be designed to facilitate the learners’ abilities to analyze, synthesize, and evaluate appropriate clinical reasoning decisions.

Selected Technology

The selected technology is identified to best meet the learners’ needs. Too often instructors are pressured to use technology that is more cost-effective or available. It is inappropriate to select technology based on availability or the bells and whistles the selection offers. The technology selection should be guided by sound instructional designs choices that optimally facilitate the desired knowledge, skills, values, and interaction needed for competency and lifelong learning needs. Technology selection must have a faculty voice in the decision making.

The model proposed in this chapter requires an interactive relationship between curriculum design, instructional design, technology selection, and the financial implications (Boettcher, 2000).

Student Support

Student support benchmarks should include access to student services, admissions procedures, communication regarding tuition and fees and related timelines, grading policies, and procedures regarding retention and progression criteria should also be shared with other policies in an electronic student manual.

Students should be aware of procedures to obtain textbooks and other learning resources. Criteria for student advisement, academic support, and test proctoring requirements should be explained. Students should also be aware of procedures Using the Method 365

and contact information for technical assistance as well. Educational programs should be proactive in developing the resources for student support in a distance education program. Timely support enhances the students’ satisfaction with the distance education experience.

Commitment

Many institutions embark on distance education without first analyzing the impact on the teaching, the faculty, and the learners. The financial impact on the administration and the control of intellectual property are also serious synchronous learning issues. The eagerness to join the technology marketplace has resulted in many distance education failures (Oblinger & Kidwell, 2000). The development of new higher learning administration strategic plans and policies that embrace distance education and change are needed. The process should create an organizational plan that anticipates consequences and develop troubleshooting resources. The level of administration, faculty, and student commitment is a good predictor of distance education success. Guidelines are available to assist the instructor in making the decision whether to enter into distance education arena. Educators need to respond to several issues before getting started in distance education, including the following:

1. How does one get started? For example, clarify the needed infrastructure of support and needed financial resources. Conduct a needs assessment to determine the number of potential learners. Determine what type of distance program is needed. Determine if the need is for entry level healthcare professions, postprofessional education, or client- and family-centered care. Determine the available technology and the learning needs of the faculty and learners. Critically analyze university support of the offered technology and other support systems. Determine if the faculty and adjunct healthcare providers would accept the distance learning concept and be prepared for technology mastery.

2. Identifying potential barriers to successful implementation. Assume the role of devil’s advocate and self identify any barriers. For an example, technological errors or downtime interfere with the teaching–learning flow.

Determine how faculty would assist learners to recapture the lost teaching–learning interaction for the needed learning competencies. Identify methods to report technology issues and record response and resolution times. Published opinions vary on the amount of extra time required for teaching using distance methods, but there is consistency in the literature in that distance teaching requires more instructor time. Recognize that 366 Chapter 23 • DistanCe eDuCation

some faculty may experience degrees of technology discomfort. Discontentment with actual face-to-face student interaction also may be a concern. Many earlier publications revealed that educators feared the use of distance education as a potential job threat. Once the instructors engage in distance education, they are comforted that the role of the instructor is paramount to distance education success (Hilgenberg & Tolone, 2000).

It is important to identify the potential barriers or threats to success and work with faculty to jointly pose effective strategies to resolve the potential barriers to success.

3. Preparation of successful distance education strategies requires the faculty and administration to jointly identify the strengths and weaknesses

of initiating distance education. Action plans should be developed and planned, with targeted timelines. The faculty will need to develop a level of expertise in instructional technology and implementation strategies.

Faculty will require more time to design these needed experiential learning materials and activities. Faculty will need to stay abreast of frequent technology advances (Martin, 2005).

Healthcare educators must carefully address the aforementioned identified needs and suggested strategies. Valuing the use of technology and synchronous distance education will be essential to successful applications. Faculty should identify the potential barriers and plan professional development and alternative solutions to resolve potential issues (Boaz, Foshee, Hardy, Jarmon, & Olcott, 1999; Dupin-Bryant, 2004).

POTENTIAL PROBLEMS

There are negative impacts on learning outcomes when the audio or video transmission is poor. The potential disruption needs to be anticipated with backup instructional plans to ensure student learning. Clear interaction and communication is required for effective professional learning. The literature clearly states technology problems directly contribute to poor learning outcomes (Hilgenberg

& Tolone, 2000). Interruptions in audio and video have severe consequences for the learning environment for the transmission and remote learning sites (Anderson et al., 2003).

Experiential learning and interactivity are basic distance education requirements. If these events do not occur, the students at the remote site often disengage as they feel they are watching television. The lack of interaction results in poorer learning outcomes. The instructor must make assertive efforts to keep the students at the remote site engaged and promote active participation with meaningful Conclusion 367

learning activities. Initial assessment of the learning styles of the students is helpful in planning meaningful learning experiences.

The interaction between campuses should be positive, collaborative, and interactive. Faculty should role model the needed level of support and connection between the various learning sites. Students should be aware that casual conversations during class or break could be broadcasted. It is important that the faculty member present equal interaction time for all learning sites. Student expectations and faculty support should also be equal. It is important to avoid any tendency to respond to questions that are not open to all learners and all campuses. All learners should be included in course discussions, directions, communication of any changes, and all students need to feel valued.

Faculty need to be proficient with the technology and to be aware of projection expectations, such as the size of font used in PowerPoint presentations or the use of demonstrations that may be easily viewed by all students. Avoid the use of projected Web sites that are not easily viewed by all students.

New faculty will need to be coached in the most effective methods for distance teaching and for the most effective use of the technology. Knowledge of potential pitfalls assists new faculty members to minimize the negative impact of these issues.

CONCLUSION

A profusion of studies provide arguments both for and against distance education. The dichotomy of opinions is due to the complexity of variables that contribute to a successful distance education experience. Earlier studies focused on learner outcomes and satisfaction rates. Numerous studies indicated the overall outcomes were comparable to traditional educational methods if the instruction considers learning styles, interactivity, and the quality of communication and experiences. Student learning styles and motivation do have an effect on overall success. If learning preferences are effectively considered, the learning outcomes have been comparable to traditional education methods. Factors contributing to failures are the quality of the technology and the support personnel. Distance students prefer organization, experiential learning, and interaction with the instructor. Selection of the appropriate technology methods should consider the needed program competencies and learner characteristics. Technology should be suitable for the learning needs of health profession students. The quality of the technology support is critical to the students’ learning and the overall success of the distance education program (Anderson et al., 2003; Zapantis & Maniscalco-Feichtl, 2008).

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APPLIED EXAMPLE

The Medical Col ege of Georgia’s Department of Occupational Therapy offered a distance education program that included two campuses. The model of implementation for using VOIP included meetings with administration, academic leadership, technology services, and operational personnel from each campus to identify the needs for transitioning to this form for teaching and to develop an implementation plan. Key issues were identified from the onset of planning to ensure seamless teaching–learning outcomes prior to implementation of the new technology. The technology was used to project learning to 108 occupational therapy (OT) students. The institution and university system made the financial commitments to upgrade the technology prior to implementation of the program (thus meeting the administrative and financial support prerequisites discussed previously). Faculty attended a series of professional development seminars related to the new technology and brainstormed the development skil s needed to use the technology in the most effective manner. The faculty team leader designed experiential teaching vignettes to il ustrate how the technology could be used. The faculty then led a student orientation to demonstrate the use of the technology from the student perspective and provide guidelines for success. The VOIP was implemented gradual y so that al glitches could be managed before the older technology as phased out, pending faculty and student support and commitment.

The Department of OT’s academic affairs committee critical y analyzed the implementation of the new technology and examined the program competencies to ensure the teaching–learning process remained the focal point. The OT profession’s standards for educational effectiveness were reviewed, and the competencies and targeted outcomes were updated to ensure accreditation standards were fully realized. Benchmarks for technology, learning, and faculty and student outcomes were developed (curriculum design and program competencies were validated).

The curriculum design remained constant for the required teaching–learning experiences because the educational outcomes were the most important factor. Faculty mentors were assigned to faculty with less than optimal teaching ef ectiveness. It was noted that faculty who were organized, proficient with the technology, interactive, and provided experiential learning activities were the most successful. Student assignments and supportive ef orts were developed to target analysis, synthesis, and evaluation level learning outcomes and critical reasoning skil s. These methods included case-based learning, video analysis of real clients and their families, and client simulations. Resources for student support were also provided (Student Support).

Some faculty felt pressured to move to the new technology, so a team of participants from academia, administration, and the technological support departments met to troubleshoot any potential barriers or problems. A col aborative team effort was adopted by al groups in order to provide proactive communication, troubleshooting, and sound interaction between the curriculum design, instructional implementation, and the use of selected technology. The col aborative team interaction is a process, not an event, so communication needed to be ongoing (selected technology was identified).

As a part of the distance education process, al involved participants (students, faculty, administration, and technicians) needed to remain committed to the process. Benchmarks were established to critical y analyze the impact on the teaching, the learners, and the faculty members. The financial impact and the control of intel ectual property were examined each semester. Administrative decision making policies were established to critical y examine the program’s distance education success. Annual y, the team conducted a strength, weakness, opportunities, and threats (SWOT) analysis to determine future distance education needs. Student satisfaction of the process was also analyzed. The team developed an annual strategic plan to ensure distance education success. The process requires the faculty and administration to jointly identify methods for enhancement of continued distance education success (faculty and others made a commitment).

References 369

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Oct 10, 2016 | Posted by admin in NURSING | Comments Off

Nurse Key

Fastest Nurse Insight Engine

23

Nurse Key

Fastest Nurse Insight Engine

23

CHAPTER 22

Blended Learning

CHAPTER 23

INTRODUCTION

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