Nursing Concept Map

State of distance learning education - Beth Vestal

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Nursing Concept Map by Mind Map: Nursing Concept Map

1. Distance Education

1.1. Ko and Rossen (2017) describe as, "any form of learning that doesn't involve the traditional classroom setting."

1.1.1. It's different than online education due to the fact that classes could be held partly in the classroom and partly online (Ko and Rossen, 2016). Allen and Seaman (2016) explain that the majority of online students are taking distance learning courses. Allen and Seaman (2016) go on to explain that distance learning courses are most often utilized with a combination of classroom and online schedule. Smaller universities used to be more likely to offer distance learning courses, but lately due to high resource needs for online offerings they have been offering less courses (Allen and Seaman, 2016).

1.2. Commission on collegiate nursing education (CCNE) accreditation requires all distance learning students to have a clinical experience. Nursing faculty need to be involved in planning of distance courses. Distance learning courses are interweaved into the accreditation process for the nursing program for CCNE.

2. Online Education

2.1. Allen and Seaman (2016) describe as at least 80% of course content is online with typically no face to face meetings.

2.1.1. Online learning is similar to distance education in that it provides a web-based experience to students.

2.2. National League for Nursing (NLN) accreditation is similar to the CCNE accreditation as it requires distance or online courses to be included in the accreditation process. NLN expects experienced faculty to be part of the online course experience. NLN also explains that the online courses are held to the same standard as traditional on campus courses.

2.2.1. The NLN adheres to the Department of Education's regulations for online education.

3. Correspondence Course

3.1. A correspondence course is a course that is done primarily through mailed correspondence. It is self paced (LAVC).

3.1.1. Correspondence courses are similar to distance learning courses as they are considered in the range of distance learning. Course materials will be sent to the students via email, mail, etc. Similar to Massive Online Open Course (MOOC) where students can enroll at anytime without a charge, and they can access the educational materials online (Ko and Rossen, 2016). MOOC caused discourse within the online education community because of it's differences, and because they are not instructor led, but many students are enrolling in them.

3.2. Distance learning and correspondence courses will need to go through a review process for accreditation, if they desire that title. Southern Association of Colleges and Schools Commission on Colleges (SACSCC) reviews both areas using a multi-step process. Accreditation provides a university with integrity, desirability to potential faculty, and increased value to potential students.

4. Negative Influences of Distance/Online Learning

4.1. Ko and Rossen (2016) explain how there is, "a great fear among many instructors is that all human interaction online is inevitably superficial and that such a learning environment leads to more alienation between students and instructors, and less meaningful communication among colleagues." This would be especially true for nurses and their need for social practice with patients.

4.2. Interestingly, Allen and Seaman (2016) explain that even though online education offerings at universities are growing; there is still a large percent of faculty who do not see value in online education and do not think it is comparable to the classroom course work.

4.3. Allen and Seaman (2016) also go on to explain some smaller universities are not offering as many online courses because of the cost of resources.

5. Positive Influences of Distance/Online Learning

5.1. Ko and Rossen (2016) explain the value of online teaching for the instructor is they can teach almost anywhere with a laptop and themselves, regardless if you live far away from your students or your on vacation. It also provides the student with freedom.

5.2. The online education offering provides the student and the university to find the perfect match, regardless of location. It opens up the pool of options for both students and university (Allen and Seaman, 2016).

5.3. Allen and Seaman (2016) found that Chief Academic Officer's saw the most value in online education.

5.4. Allen and Seaman (2016) created an online report card and study of online education offerings in order to determine best practices and quality.