Module Components

• Overview
• Assignments

Topics

• Clinical Simulation
• Virtual Patients
• Standardized Patients
• Online/Hybrid Learning Environments

Nurs 791 - Instructional Strategies and Assessment

Module 6: Learner Moderated Strategies

Online/Hybrid Learning Environments

Web-based instruction is an approach for delivering information via the Web to a remote audience. Web-based learning reduces time and space barriers to learning and thus is called “anytime, anywhere learning”.

Instruction via the web can be technology enhanced, in which technology enhances the learning process or technology delivered, in which learning experiences are fully web-based. Technology enhanced instruction may include traditional classroom experiences that are supplemented with technology whereas, technology delivered has no face-to-face meetings with the instructor/moderator and the learning experience is online. Technology enhanced Instruction is also called “hybrid” or blended models of teaching. A hybrid course is one in which some face-to-face learning experiences are replaced by virtual learning experiences or technology enhanced strategies.

Online instruction is instructor moderated, instructor taught, instructor mentored, yet student self-directed. There can be large discussion groups, small group discussions, individual activities, group activities, student-faculty/mentor interaction and student-to-student interaction.

Content material can be presented in a variety of ways including videotaping, audio-taping, films, links to outside learning environment web sites, charts, graphs, statistical data, formulas, and case studies.

Interaction can be synchronous (real time) or asynchronous (delayed). Synchronous interaction is having a discussion by typing instead of talking. Delayed communication entails leaving messages at a specific posting site that others in the learning environment can read at their convenience. This is called asynchronous communication.

Individual courses, groups of courses and entire programs are offered online. The degree of use of the web in a course can range from the web supplementing classroom learning, a mix of traditional classroom activities and online activities to courses and programs that are offered completely online.

In addition to online courses and programs, there are online journals that focus on teaching and learning in online environments such as Online Learning. There are also professional groups for online teaching and learning such as Educause. An annual initiative of Educause is the publication of the Horizon Report which explores emerging technologies likely to have a great impact on teaching and learning in the immediate (next 5 years) future. There are specific editions for primary, secondary, and higher education.

The American Council on Education reports that more than half of the institutions of higher education in the US offer some form of distance education. Most of these are public institutions. There are about 2.87 million students enrolled in college level courses and 82% are undergraduate students. 34% of the institutions that offered distance education offered online degree programs.

Learning in online environments has provided learners with the flexibility to learn outside the walls of schools. Learners have the flexibility to learn at their convenience and still be able to work and spend time with their families. A 'typical' online student will come home from a day at work, eat dinner, do homework with children, then go to their office with a cup of coffee and begin their coursework.

There is no dispute that offering courses online is timely. But the question to be answered is how effective is it in student learning? Obviously, there are many answers to this question depending on many variables. Results sometimes conflict, but generally, the evidence supports that quality online/hybrid learning environments provide an appropriate and effective venue for student learning. Often the key to research conclusions lies in the quality of aspects of the research study from which results are being reported. Thus, it is important to carefully read conclusions and interpretations with that in mind.

Course Management Systems/Platforms

You are proficient with Blackboard as an online learning platform. You are familiar with features such as the discussion board, email, course information links, and abilities to disseminate content.

There are common functionalities within course management systems. Most courses have similar components:

1. Course communication features – discussion board, chat, e-mail, and a collaborative whiteboard.
2. Course assessment – tests of different kinds can be administered. Other assignments can be distributed, either at the beginning of the course or just before needed. Models of excellent work can be posted as an exemplar to other students.
3. Course management – online grade book, course rosters, student access tracking, and student password information are the usual tools.
4. Course information –syllabus, instructor home page, calendar, course announcements, and task lists. The home page may include facilitator office hours (physical and virtual), course topics to be covered, textbook information and where to purchase, course objectives, and grading policies. A link to the facilitator e-mail and telephone number should be provided. Links to discussion groups and create forms that your students can use to report problems or provide biographical information and a picture should be present. Materials in the classroom can be posted as web pages or downloadable files (such as Microsoft® PowerPoint™ handouts). Reference material will include bibliographies and articles or perhaps a link to a virtual library.
5. Course didactic features – file uploading and downloading (for example moving MicroSoft® Powerpoint™, MicroSoft® Word™, MicroSoft® Excel™, etc. documents), streaming video and audio, external web links, and course module builders.

There are about a dozen online delivery systems available. Some schools have elected to develop their own learning management system but the majority purchase packaged products. When selecting a system, one might first determine if software is used elsewhere on the campus. Technical support, maintenance and software fees, etc. can be shared if the same system is purchased. If the School of Nursing is embarking upon the initial effort to find a system, first the assessment of needs must be conducted. Then the software is found which satisfies those needs, followed by the hardware that supports the software.

A chart can be developed to compare the needs of the School of Nursing and the features of the online delivery systems. Some of the school’s needs may be to create and grade essay tests or to support faculty in designing the learning space. Each school has different needs and the needs are what the school will require of the software package. Web-sites are available that evaluate and compare online products.