Technology has propelled itself into the academic environment, with many universities and colleges using distance technology to appeal to a broader market of potential learners. As institutions of higher learning struggle to keep learning affordable and to increase profits, many are turning to distance learning options to improve their marketability to the public. Distance learning has the advantage of being accessible and convenient for students, allowing students to work full-time and complete advanced degrees. However, many students may experience feelings of isolation and lack of involvement with the instructor and fellow students which may negatively impact learning. The purpose of this project is to examine the feelings of isolation, separation, and perceived lack of support experienced by distance students and suggest strategies to resolve the issue.
Issue in Distance Education
The virtual classroom has offers unique opportunities and challenges within the online learning classroom. The online learning environment offers a distinctive social interaction which is very different from the traditional classroom. Many students enrolled in online classes express feelings of isolation and lack of support in the classroom. Data suggests that students are more likely to drop out in online classes and express higher levels of dissatisfaction (Bouhnik & Marcus, 2006). The most consistent areas of dissatisfaction in online teaching and learning are the lack of personal contact and feelings of isolation (Smith, 2008). The issue of student feelings of isolation has the potential to have a negative impact on learning and may even lead to the student leaving the online learning environment. Specific strategies can lead to increased student satisfaction and learning. One strategy includes learning to use the interaction-related tools in the online classroom which positively influence success and satisfaction of students. By using specific tools available with online technology the instructor can monitor the student’s participation in the course and interact with the student if they seem to be getting lost. The transactional distance theory (Moore, n.d.) posits that increasing the dialog between the student and the instructor is an important factor in bridging a gap between learner and faculty. Once that gap is bridged, the student and instructor will achieve a desired level of understanding (Bouhnik & Marcus, 2006).
Strategies to Monitor or Resolve the Issue from Nurse Educator Perspective
Teaching strategies which focus on the internet environment and involve pedagogies which center upon the engaging the student in the online classroom will enhance the learning outcomes and increase student participation and satisfaction. Experts in the field of online education have suggested several strategies to reduce student dissatisfaction, isolation, and risk of attrition. Salmon as cited in Tyler-Smith (2006), suggested to limit the content-specific information during the initial class introduction and focus on using that time to utilize online activities which develop the students online identity, development of learning group cohesion and the setting of group norms, and setting expectations for online discussions. Most students who drop out of distance education classes do so initially due to cognitive overload, difficulty navigating the technology (Tyler-Smith, 2006), and perceived lack of support (Creedy et al., 2007). Structuring the course to support meaningful connections between students and faculty is an underpinning structure to enhance learning outcomes and learner satisfaction (Smith, 2008), suggested structuring the course so that the uniqueness of each learner is evident. One way to accomplish this is through posting a photo and biography of the instructor with the syllabus and having each student post their photo and biography in the course introduction. Studies of students in online courses revealed that they wanted the faculty to share something about themselves and desired that the instructor know the student as an individual (Smith, 2008). Simple ice breaking techniques can lead to more complex tasks and expose the student gradually to the online discussion. Introductory and meaningful discussion board activity can be structured to break down the feelings of isolation, inhibition, and reluctance that many online learners face when engaged in online discussions (Tyler-Smith, 2006).
Other strategies to increase an online social presence include:
· Personal email from instructor two weeks before class begins
with request for student information
· Early course availability with the opportunity to ask questions
· A section with biographical and personal information and pictures of the instructor
· Announcements with instructions on course flow, tutorials and help links
· Inclusive syllabus with timelines, due dates, course expectations, learner and
instructor role
· Library links with library help
· Rubrics for grading and self-evaluation
· Assign small groups based on the student-submitted work experience and clinical
interest
· Use of an ungraded pre-lesson designed to facilitate group work
· A chat area or “coffee shop” which is for students only (Mayne & Wu, 2011)
One of the greatest concerns for students and educators regarding distance education is that it offers no physical interaction between the participants to base a relationship. This lack of physical social interaction leads to student dissatisfaction with distance learning and increases risk for attrition. Special techniques should be utilized by instructors to encourage a social presence in the online classroom. When the student is engaged in the learning environment, learning is enhanced and the student experiences greater satisfaction in distance and online education.
Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd
ed.). St. Louis, MO: Saunders Elsevier.
Bouhnik, D., & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society for Information Science & Technology, 57(3), 299-305.
Creedy, D. K., Mitchell, M., Seaton-Sykes, P., Cooke, M., Patterson, E., Purcell, C., & Weeks, P. Evaluating a Web-Enhanced Bachelor of Nursing Curriculum: Perspectives of third year nursing students. Journal of Nursing Education, 46(10), 480-487.
Halstead, J.A. (2007). Nurse educator competencies: Creating an evidenced-based practice for nurse educators. New York, NY: National League for Nursing.
Mayne, L. A., & Wu, Q. (2011). Creating and Measuring Social Presence in Online Graduate Nursing Courses. Nursing Education Perspectives, 32(2), 110-114. doi:10.5480/1536-5026-32.2.110
Moore, M. (n.d.). Transactional distance theory. Retrieved from http://www.ed.psu.edu/acsde/deos/deosnews/deosnews1_25.asp
Smith, M.C. (2008). Caring scholar response to: Technology in nursing education.
International Journal for Human Caring, 12(2), 65-67.
International Journal for Human Caring, 12(2), 65-67.
Tyler-Smith, K. (2006). Early attrition among first-time eLearners: A review of factors that contribute to drop-out, withdrawl and non-completion rates of adult learners and undertaking eLearning programmes. Journal of Online Learning and Teaching, 7(3).
