Online Learning Communities and Distance Education
Most online students (graduate and undergraduate) receive their learning materials through online learning communities. The online learning communities are defined as platforms that combine the Internet with learning software (such as Learning Management Systems [LMSs], virtual learning environments [VLEs], learning portals, or e-learning platforms) to create a community of learners, educators, and other experts who congregate for purposes of learning and teaching (Billings & Halstead, 2016). The Grand Canyon University uses proprietary LMS that combines with the Internet to create the LoudCloud online learning community. Technological advances are creating newer online learning communities that not only facilitate learning, but also integrate campus services such as registration, transcripts requests, tuition payment, and the viewing of grades.
Impact of Online Learning Communities on Distance Education
Online learning communities are now an accepted educational norm in most fields including nursing. Evidence indicates that due to their comparable effectiveness with on-campus courses together with advancing technologies, online learning communities are tremendously expanding the utilization of distance education and the overall access to education (Glance, Forsey & Riley, 2013). Studies in higher education show that student achievement and learning outcomes are almost comparable between online courses and traditional classrooms.
Furthermore, student satisfaction with online learning communities is reportedly higher than on-campus learning; student reviews of web-based courses in terms of course design and effectiveness of student learning continuously show improvements with technological advances (Butcher & Wilson-Strydom, 2013). Peer reviews among online faculty and distance educators also indicate improving satisfaction and positive educational outcomes.
Significance of Online Learning and Distance Education
A majority of Generation Y and Generation Z millennial students cannot remember a time when computers or the Internet did not exist and more are likely to use smartphones, laptops, and tablets for learning, whether in classrooms, at home or in other remote locations. This reality significantly makes online learning and distant education almost the predictable staple for future learning.
Issues like the escalating cost of higher education, increasing technical literacy, and faculty shortages (in specific fields like nursing) make it almost inevitable that the demand for the relatively cheaper online courses will keep rising. According to Stewart (2013) the cost of on-campus and traditional classroom education is significantly higher than that of equivalent online education.
Since evidence shows that online faculty can handle relatively larger class enrollments compared to traditional face-to-face classrooms, the general shortage of faculty in higher educations only favors more online enrollments. With a greater share of the population becoming more proficient in using computers and newer technological innovations, chances are that online learning will continue growing These factors are likely to increase the role played by online learning going into the future.
Strategies to Implement Online Learning in Nursing Education
The presence of online learning in nursing education is significant and ever expanding with many baccalaureate and graduate programs being offered through online learning communities. This mode is able to reach a larger audience of nurses and student-nurses in a manner that is both convenient and flexible. Even courses that were traditionally taught face-to-face in classrooms are now incorporating aspects of online learning to create a hybrid format.
One strategy for adapting online learning in nursing is thus the blending of aspects of the classroom or clinical experience with some online materials to create a hybrid learning format. Such models of the 'flipped classroom' incorporate online videos, lectures, quizes and readings (Billings & Halstead, 2016). Institutional planning of online courses through careful curriculum and course development is also useful.
The training of faculty on new technologies is another approach for encouraging the implementation of online learning (Stewart, 2013). Educators must be proficient in online teaching strategies such as active learning through structured discussions, frequent interactions with peers and faculty, use of simulations, and engagement in group activities. Continuous assessment and evaluation of online learning processes and outcomes is also critical towards successful implementation of online courses in nursing.
Professional Standards for Online Learning in Nursing
There are several regulations and standards that must be observed when engaging in planning online teaching and learning, including the Higher Education Act, state guidelines tied to respective state boards of nursing, and standards set by the National Council of State Boards of Nursing (NCSBN) (Billings & Halstead, 2016). Specifically, the faculty teaching online classes must hold professional licenses granted within certain jurisdictions.
The Middle States Commission on Higher Education Interregional Guidelines for Evaluation of Distance Education is a good reference for institutions that seek to implement online nursing educational programs in terms of best practices, acceptable technological innovations, and quality indicators (Billings & Halstead, 2016). Since the presence of online learning communities have created an international community of nursing students and peers from all over the world, who share common learning platforms, it is useful for faculty to establish whether or not there may be other international regulations that may also be at play.
Generally, accrediting agencies expect that all online students are offered equal access to the learning experiences (support, socialization and development of skills) provided in traditional classrooms (Blom et al., 2013). Individual institutions also have additional standards that govern the operations of their online programs. Faculty and educators are thus encouraged to be familiar with all standards applicable to the programs that they participate in. It is also important to note that the accrediting agencies continuously keep updating standards for newer technologies like massive open online courses (MOOCs). Therefore, it is useful for faculty to keep appraising current standards to avoid the risk of applying outdated standards through the teaching process.
References
"Environmentalists note that online learning communities are the 'green' choice of the future, promising a 90% reduction in energy and carbon dioxide emissions due to elimination of travel" (Blom et al., 2013).What are Online Learning Communities?
Most online students (graduate and undergraduate) receive their learning materials through online learning communities. The online learning communities are defined as platforms that combine the Internet with learning software (such as Learning Management Systems [LMSs], virtual learning environments [VLEs], learning portals, or e-learning platforms) to create a community of learners, educators, and other experts who congregate for purposes of learning and teaching (Billings & Halstead, 2016). The Grand Canyon University uses proprietary LMS that combines with the Internet to create the LoudCloud online learning community. Technological advances are creating newer online learning communities that not only facilitate learning, but also integrate campus services such as registration, transcripts requests, tuition payment, and the viewing of grades.
Impact of Online Learning Communities on Distance Education
Online learning communities are now an accepted educational norm in most fields including nursing. Evidence indicates that due to their comparable effectiveness with on-campus courses together with advancing technologies, online learning communities are tremendously expanding the utilization of distance education and the overall access to education (Glance, Forsey & Riley, 2013). Studies in higher education show that student achievement and learning outcomes are almost comparable between online courses and traditional classrooms.
Furthermore, student satisfaction with online learning communities is reportedly higher than on-campus learning; student reviews of web-based courses in terms of course design and effectiveness of student learning continuously show improvements with technological advances (Butcher & Wilson-Strydom, 2013). Peer reviews among online faculty and distance educators also indicate improving satisfaction and positive educational outcomes.
Significance of Online Learning and Distance Education
...millennial students cannot remember a time when computers or the Internet did not exist and are more likely to use smartphones, laptops and tablets for learning...Growing concerns for environmental protection make online distance learning very significant towards the educational needs of the future. Scientific projections suggest a 90% reduction in energy consumption and toxic gas emissions brought about by the anticipated elimination of education-related commuting in future (Blom et al., 2013). Energy and climate concerns are therefore not the only major factors besides technological advances that are favoring the trend towards online learning and distance education.
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| Greenhouse Gas Emissions North America - 2015 EPA |
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| Millennials and Interactions 2015: Source- Bank of America |
Issues like the escalating cost of higher education, increasing technical literacy, and faculty shortages (in specific fields like nursing) make it almost inevitable that the demand for the relatively cheaper online courses will keep rising. According to Stewart (2013) the cost of on-campus and traditional classroom education is significantly higher than that of equivalent online education.
Since evidence shows that online faculty can handle relatively larger class enrollments compared to traditional face-to-face classrooms, the general shortage of faculty in higher educations only favors more online enrollments. With a greater share of the population becoming more proficient in using computers and newer technological innovations, chances are that online learning will continue growing These factors are likely to increase the role played by online learning going into the future.
Strategies to Implement Online Learning in Nursing Education
The presence of online learning in nursing education is significant and ever expanding with many baccalaureate and graduate programs being offered through online learning communities. This mode is able to reach a larger audience of nurses and student-nurses in a manner that is both convenient and flexible. Even courses that were traditionally taught face-to-face in classrooms are now incorporating aspects of online learning to create a hybrid format.
One strategy for adapting online learning in nursing is thus the blending of aspects of the classroom or clinical experience with some online materials to create a hybrid learning format. Such models of the 'flipped classroom' incorporate online videos, lectures, quizes and readings (Billings & Halstead, 2016). Institutional planning of online courses through careful curriculum and course development is also useful.
The training of faculty on new technologies is another approach for encouraging the implementation of online learning (Stewart, 2013). Educators must be proficient in online teaching strategies such as active learning through structured discussions, frequent interactions with peers and faculty, use of simulations, and engagement in group activities. Continuous assessment and evaluation of online learning processes and outcomes is also critical towards successful implementation of online courses in nursing.
Professional Standards for Online Learning in Nursing
There are several regulations and standards that must be observed when engaging in planning online teaching and learning, including the Higher Education Act, state guidelines tied to respective state boards of nursing, and standards set by the National Council of State Boards of Nursing (NCSBN) (Billings & Halstead, 2016). Specifically, the faculty teaching online classes must hold professional licenses granted within certain jurisdictions.
The Middle States Commission on Higher Education Interregional Guidelines for Evaluation of Distance Education is a good reference for institutions that seek to implement online nursing educational programs in terms of best practices, acceptable technological innovations, and quality indicators (Billings & Halstead, 2016). Since the presence of online learning communities have created an international community of nursing students and peers from all over the world, who share common learning platforms, it is useful for faculty to establish whether or not there may be other international regulations that may also be at play.
Generally, accrediting agencies expect that all online students are offered equal access to the learning experiences (support, socialization and development of skills) provided in traditional classrooms (Blom et al., 2013). Individual institutions also have additional standards that govern the operations of their online programs. Faculty and educators are thus encouraged to be familiar with all standards applicable to the programs that they participate in. It is also important to note that the accrediting agencies continuously keep updating standards for newer technologies like massive open online courses (MOOCs). Therefore, it is useful for faculty to keep appraising current standards to avoid the risk of applying outdated standards through the teaching process.
References
Billings,
D. M. & Halstead, J. A. (2016). Teaching
in nursing: A guide for faculty (5th ed.). St. Louis, MO:
Elsevier.
Blom,
J., Verma, H., Li, N., Skevi, A., & Dillenbourg, P. (2013, May). MOOCs are
more social than you believe. eLearning
Papers. 33. Retrieved from http://www.openeducationeuropa.eu/en/download/
file/fid/26938
Butcher,
N., & Wilson-Strydom, M. (2013). A guide to quality in online learning.
Dallas, TX: Academic Partnerships. Retrieved from http://www.academicpartnerships.com/docs/default-documentlibrary/newbooklet15_singleb.pdf
Glance,
D. G., Forsey, M., & Riley, M. (2013). The pedagogical foundations of
massive open online courses. First
Monday, 18(5). Retrieved from
http://www.firstmonday.org/ojs/index.php/fm/article/ view/4350/3673
Stewart,
B. (2013b). Massiveness + openness = new literacies of participation? MERLOT Journal of Online Learning and
Teaching, 9(2), 228-238. Retrieved from
http://jolt.merlot.org/vol9no2/stewart_ bonnie_0613.htm
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