Distance
Learning: An Innovative Nursing Education
JOE FULMER, MA, * MARYHAZARD,
Approach
to
PHD, FAAN,‘f SUSANJONES,MSN,$
AND
KATHERINE KEENE, MSN$
This article presents four views encompassing one nursing department’s experience using distance learning technology. The challenge of presenting a nursing class through distance technology is discussed from the perspective of the telecommunication faculty providing the technological support, the nursing faculty teaching the on-campus course, the off-campus nursing faculty coordinating the course at the outreach site, and the head of the Department of Nursing. Review of course grades demonstrated that off-campus students achieved higher grades than oncampus students. All students evaluated the teacher as being effecthfe; however, off-campus students were not as strong in their opinion. (Index words: Distance learning; Interactive television; Nursing education; Telecommunications; Television class) J Prof Nurs 8:289-294,7992. Copyright 0 1992 by W.B. Saunders Company
W
ESTERN KENTUCKY in Bowling
ing distance
learning
Green,
University
(WKU),
KY, is a pioneer
technology
to educate
in us-
nurses in
western Kentucky. In April 1975, WKU received a request from the nursing staff and administration of Oswensboro-Daviess County Hospital, Owensboro, KY, for courses leading to the bachelor of science in nursing degree. Owensboro, 70 miles from the main campus, is the third largest city in Kentucky, with a population associate
of 50 thousand. degree
nursing
The city is served by one program
that graduates
ap-
proximately 25 associate degree nurses each year. The nursing leaders of Owensboro expressed the need for more baccalaureate-prepared
nurses in the region.
At
*Associate Professor and Producer/Director, Media Services, Western Kentucky University, Bowling Green, KY. tprofessor of Nursing and Head, Department of Nursing, Western Kentucky University, Bowling Green, KY. *Associate Professor of Nursing, Western Kentucky University, Bowling Green, KY. SAssistant Professor of Nursing, Western Kentucky University, Bowling Green, KY. Address correspondence and reprint requests to Dr Hazard: Department of Nursing, Western Kentucky University, Bowling Green, KY 42101. Copyright 0 1992 by W.B. Saunders Company 875%7223/92/0805-0009$03.00/O
f@@Mi of PrOfeJsiOOnalNursing,
the time Nursing
of the request
the WKU
was in the planning
sion, 2-year program
in nursing
the request for an outreach tional priority nursing
Department
of
stage for an upper diviand could not meet
program.
The first educa-
was to provide an accredited
on-campus
program.
In December registered
1979, the baccalaureate
nurses was granted
initial
the Board of Review of the National
program
for
accreditation
by
League for Nurs-
ing. Interest in having a baccalaureate program in Owensboro continued. In summer 1980, the WKU Department of Nursing surveyed the registered nurses in Owensboro and the surrounding counties. Survey results demonstrated the need for baccalaureate education and a desire by nurses in the area to pursue the baccalaureate degree in nursing. There were 535 registered
nurses
with a diploma
the Owensboro
or associate
area. Of this number,
they were interested in enrolling further their nursing education. Department
of Nursing
degree
in
153 indicated
in part-time study to In 1984, the WKU
admitted
the first class into
the Owensboro outreach program leading to the bachelor of science in nursing. Equivalent high-quality nursing education on and off campus was the goal of the WKU nursing faculty. Faculty
believed
that academic
should
be maintained
wished
to duplicate
standards
in the outreach the on-campus
and quality program
and
curriculum
as
closely as possible for the students off-campus. end, faculty felt that the off-campus students
To this should
be exposed to a variety of faculty viewpoints and expertise rather than be taught exclusively by a limited number of off-campus faculty. Considering the logistics and expense of moving faculty to students, the WKU faculty chose distance learning to help meet the goal. This article will present four views encompassing the WKU Nursing Department’s experience in using distance learning technology to provide a 3-credithour class in pharmacology. The challenge of presenting a class through distance learning technology will be discussed from the perspective of the telecommu-
Vol 8, No 5 (September-October),
1992:
pp
289-294
289
FULMER ET AL
290
nications
faculty providing
the nursing the
faculty
off-campus
ing Department distance
teaching
nursing
course at the outreach
support,
The phone
the course on-campus,
the microwave
the technological faculty
coordinating
the
site, and the head of the Nurs-
discussing
the costs and benefits
of
learning
at WKU
balloon
site one evening
campus
at the off-campus
teaching
in Owensboro
into the telephone
an instructor
dents
by television
Owensboro.
activities
at Bowling
Green.
for The
site see and hear the in-
structor
via television
and may ask questions
ticipate
in discussions
via a conference
and par-
telephone.
This backup link with the
when a metallic
struck a transformer
KY,
the usual instructional
a class at the main students
off-campus
involves
a class in Owensboro,
while conducting
system develop problems.
should
building.
helium
and wiped
Class contin-
ued like an old time radio show, with the instructor
Telecommunication Faculty’s Perspective Distance
backup
phone line was the only communication
out power in the off-campus
learning.
teaching
line serves as an audio
The
gathered
around
Videotape
tape is also a backup
and the off-campus the
conference
recording
majoring
Bowling equipment,
an undergraduate
in broadcasting
Green
in
or VHS
possibility.
After 2 to 3 weeks training, dent
phone
on J/d-inch
stu-
system.
establishes
The
operates student
the return
the entire sets
up the
audio from Owensin setting
up
the off-campus students, but they can hear their comments through the conference telephone. Therefore, learners are dispersed, not truly distant. WKU’s Tele-
the monitor and conference telephone, operates three cameras, three mikes, and switcher during class, and shuts down the system when finished.
the the
communications
From the telecommunication faculty’s perspective the major difficulties instructors face include: ( 1)
faculty and students
at the on-campus
Center
began
site cannot
its distance
see
learning
program in August 1984. During the past 6 years 23 classes have been telecast by microwave from Bowling Green
to Owensboro,
including
chemistry,
English,
boro, assists the person
stu-
learning to look directly into the camera whenever they are talking to the off-campus class, (2) remem-
management, geography, and twelve nursing classes, for a total of over 1,000 hours of instruction. Nursing
bering
classes represent
ing to depend
courses, length.
with
more than 5 1 per cent of the televised each class averaging
2 to 4 hours
in
The originating site is a normal-size classroom containing up to 30 individual side-armed desks and the necessary television equipment. Two color cameras move on remote pan/tilt heads. One camera covers the instructor,
blackboard,
maintains comments
coverage of the Bowling Green students’ and questions. A third camera (mounted
overhead
and maps,
and beside the instructor’s
etc, and the other
podium)
in Owensboro
to include
the off-campus
cussion and question-and-answer on aural,
rather
students periods,
in the disand (3) hav-
than visual,
feedback
from the off-campus students. The Telecommunications Center staff feel that some improvements would enhance the distance learning setup. These include a return video signal from Owensboro allowing twoway video and audio communication and a facsimile machine in each classroom handouts and materials.
to provide rapid transfer of
On-Campus Faculty’s Perspective
is used
for reproducing pictures, outlines, transparencies, and small items. The output of this camera goes to a 25-inch monitor in the front of the on-campus classroom and a cuts-only switcher for feeding the Owensboro outreach classroom. The class in Owensboro watches the class on a 25inch monitor. Their questions and responses are sent back to Bowling Green through a portable conference set. The Bowling Green class hears what is happening in Owensboro through an identical conference telephone set placed behind the instructor. No television return from Owensboro to the on-campus site in Bowling Green exists at this time. Students at the off-campus site can see the instructor and the oncampus class, but the instructor and on-campus students can not see them.
Using modern technology to teach a 3-credit hour course in pharmacology simultaneously to nursing students 70 miles apart is a demanding but rewarding experience. Ingredients blended to provide quality instruction include careful planning, effective communication skills, flexibility, and a consistent method of presenting the material and evaluating the performance of students. PLANNING
Organizational skills, with attention to detail and previous planning, are essential for teaching a course using distance learning technology. The method prohibits the instructor from procrastinating and waiting hours before the class to engage in preparation. For
DISTANCE LEARNING
example, shown
291
a decision during
before the scheduled media obtain
regarding
class must
the audiovisual
be made at least
class. This allows ample time for
services to contact the copyright a release to broadcast the material.
outs for the class must be developed off-campus teaching
site at least
a class via distance
learning
that previously
were not clearly
transmitted
the television
camera.
transparencies
was transcribed
information overhead
visible
class.
and the limitations information
onto light
lettering,
to the off-campus
of
on the
blue paper
semester
perspective.
with the off-campus
after this visits,
and it is
that the visit be made as early in the
as is feasible. FLEXIBILITY
are not perfect,
Technical
difficulties
the teaching-learning flexible
and adapt
occurrences.
to these infrequent
For example,
The malfunction
occurred
On the average,
less than
an explanation
of how the system works, with an orientation to equipment, especially the cameras, is advantageous for both the students and the instructor. An explanation presented by faculty from the Telecommunicafor interaction
between
Organizational skills . . are essential for teaching a course using distance learning technology.
is not
while holding
delivered
a telephone
shortly
must be
unpredictable
one instructor
students
via the
lecture
technology
can occur and interrupt
process. The instructor
2?&hour
The instructor must constantly use communication skills that reinforce that the off-campus students are part of the class. Initially,
perfect.
which made the
camera.
tions Center sets the stage both groups of students.
always improves
recommended
Just as humans
site
COMMUNICATION SKILLS
an integral
students
and interaction
for the first time, used transparencies
Necessary
Communication
When
to the off-campus
due to the size of the lettering
l-inch
holder and Any hand-
classroom and the class from the student’s
and mailed to the
3 days before
it was discovered
using approximately
to be
1 month
a
receiver.
before class began.
one class per semester
is
plagued with technical problems. It is wise to prepare an alternate learning experience, such as a take-home project or group work, that can be substituted in both classrooms. Students off-campus feel left out of the class if the instructor continues to teach the oncampus
students
undermines an integral
when
the transmission
the outreach students’ part of the class.
perception
fails.
This
of being
One’s teaching style needs to be adapted to the situation. Walking while talking is curtailed due to the limitations imposed by the microphones and cameras. Due to the time involved in interacting, a slight decrease in the amount of materials covered has been noted.
l
Because eye contact is a basic skill in communication, the instructor must remember to look directly at the camera in the rear of the room when addressing students on the off-campus site. Also, calling the unseen students by name transmits respect and decreases Human nature directs us to turn depersonalization. toward sound when spoken to; however, this move-
CONSISTENCY
The instructor’s goal has been to provide a consistent course for both the on-campus and off-campus students. The same course objectives, weekly quizzes, and examinations are given to all students. Examinations and quizzes are graded by the same faculty and returned to all students 1 week after taking the tests. This rapid turnaround requires speedy grading, prompt postal service, and frequent conversations between the on- and off-campus faculty.
ment would be very distracting when teaching because the students’ voices come from behind the in-
The grades earned by the 50 students completing the 3-credit hour pharmacology course during the last 2 years are shown in Table 1. No generalizations can
structor. At least once during the semester the instructor invites a guest lecturer for the on-campus site and travels to meet the off-campus students. These visits are extremely meaningful. The instructor not only meets and interacts with the off-campus students, but the experience allows the instructor to evaluate the
be made due to the limited sample size. The preliminary results of this pilot study indicate that the offcampus students achieved higher grades, with 92 per cent receiving As and Bs compared with 72 per cent of the on-campus students receiving As and Bs. It is interesting to note that the off-campus students earned fewer Cs and Ds than the on-campus students.
FULMER ET AL
292 The on-campus sitywide
instructor
teacher appraisal.
participates Each student,
off-campus,
is given
the opportunity
instructor’s
teaching
effectiveness
several statements
including
is an effective teacher.” students
agreed
that
teacher; however, strong
in a univerboth on- and
to evaluate
the
by responding
to
“Overall,
the off-campus
On-Campus
Appraisal: Overall, My Is an Effective Teacher Off-Campus
(N = 24)
SA
A
U
D
SD
SA
16 67 7
a 33.3
0
0
0
a 333
A
(N = 26) U
D
SD
0
0
0
Abbreviations SA. strongly agree, A, agree, U, undecided, disagree, SD, strongly disagree
D.
my instructor
As illustrated
in Table
the instructor
Instructor Instructor
2.
TABLE
2, all
was an effective
students
were not as
in their opinion.
Off-Campus Faculty’s Perspective
N %
control,
and
the process
16 677
for dealing
with
technical
problems. Although
the WKU
has had almost learning
1,000 hours experience
technology,
is a new experience learning
Telecommunications
technology
class by television for the nursing can present
Center
with distance and telephone
students.
Distance
an impersonal
me-
dium. The challenge for the nursing and telecommunication faculty is to understand how the student is affected by distance learning, to minimize the disadvantages,
and to highlight
Students are initially uncomfortable with distance learning technology. Discussion between on-and-off campus
class groups
discuss a question
faculty
dent off-campus
faculty
ing coordinator
between
member
m
.
who serves as ongo-
the off-campus
process
as needed
dents or on-campus faculty. In addition to the orientation
students
and
by the stu-
to the distance
learn-
ing process provided by the on-campus faculty, students in Owensboro are oriented to the “nuts and bolts” of the equipment in the off-campus classroom. Off-campus students’ class participation increases after familiarization with the phone hook-up, volume
1.
before deciding faculty.
have chosen to have a resi-
the students with a “live” faculty member to answer questions, assist with the equipment, and facilitate
TABLE
themselves
Students and repeat often will
the off-campus students achieved higher grades . , .
the on-campus faculty. The off-campus faculty initially meets each distance learning class, presenting
the teaching-learning
difficult.
the advantages. .
nursing
among
if they wish to ask the on-campus
USER FRIENDLY
WKU
is especially
may need to move closer to the microphone themselves to be heard. Outreach students
Grades Earned Two Classes Off-Campus Students (N = 24)
by Students
in
N
%
N
A B
9 13
37.5 54.5
12 8
for questions
and pauses in the lecture
%
46 31
C
1
4
3
11.5
cl
1
4
3
11.5
by on-campus
faculty decreases the problem. Interaction is enhanced when on-campus faculty personalize the interaction by addressing the outreach students by name or by directing specific questions to students based on their expertise. As a product of requesting information or clarification of class or examination materials in writing, off-campus students have increased their ability to formulate clear and concise written documentation of their point of view. Thus, limitation in verbal interaction
has increased
SATISFACTION
On-Campus Students (N = 26)
Grade
Off-campus faculty encourage the students to state their points clearly and distinctly. Frequent requests
their written
skills.
OF THE LEARNER
The number of distance learning courses a student takes, the number of hours the course entails, and whether the course is team taught seems to affect the satisfaction of the learner. In the authors’ experience, 3-credit-hour lecture courses taught by a single faculty member and coordinated by off-campus faculty are received the best. Students become more frus-
DISTANCE LEARNING
293
trated when course variables faculty,
lecture
hours,
such as multiple
or lecture
components
increase.
the Bowling
Green and Owensboro
to presenting
course with clinical
clude
effort on the part of
attributed
A concerted
an organized
and off-campus
student
class session or $825 per semester.
teaching
to on-
rental,
learning
by doctorally and minimal
search of the literature articles
were identified. nated
University
in England
British example,
Open
on distance
at the University
University
and it began
1971 (Moore,
distance
faculty
in nursing
education
origi-
of London.
is probably teaching
partment
was conducted,
learning
has allowed
doctorally
prepared
The
prepared
faculty.
would be unable at the outreach
The department
audiovisual
for presentation
to
so that a per-
courses are taught
Without
this, the de-
to have doctoral-prepared
site.
of nursing
has used this medium
of both theory
and clinical
courses.
From one to three courses have been offered each se-
the best-known
its first students
in
mester
since the inception
“open learning”
is
material
for the clinical
1987). In England,
be
the department
faculty
centage of both on- and off-campus
Nursing Administrator’s Perspective
could
and other costs.
maximize
A computer
salary that
the course or the costs incurred
the course such as printing,
Distance
needs.
of faculty
to teaching
in teaching
faculty is essential
course responsive
the proportion
This does not in-
the fastest growing area of education, and nurse educators have considered distance learning for meeting the learning needs of nurses (Clark, 1989). In Canada, the University of Ottawa School of
of the program.
Didactic
courses is presented
route, and either a part- or full-time based in Owensboro is responsible teaching on site.
via this
faculty member for the clinical
Nursing offered courses on the Telephone Distance Education Network beginning in 1983 (Du Gas & Casey, 1987). In 1980, the University of Alberta be-
People are the key to success in distance learning. These include motivated students, full- or part-time faculty at the outreach site for clinical supervision and liaison, flexible on-campus faculty, and knowledge-
gan distance learning which now has been expanded to multiple sites (Kerr, 1987). In the United States,
able telecommunications personnel. course requirements, quality control,
distance
sessment are critical.
learning
technologies
Chico State (McIntosh,
have
been
used
at
1984), Boise State University
(Spitzer, 1989), and Northern Michigan University (Kech, 1987). Nursing programs at Weber State College in Utah (Parkinson & Parkinson, 1989) and Ball State University in Indiana (Arndt, 1990) also have used distance learning. Distance learning provides an opportunity to meet the needs of place-bound
registered
class. Rather
than spending
in as-
These measures can be developed
or nationally
standardized
examinations
may be used.
People are the key to success in distance learning.
nurses who desire
a baccalaureate degree in nursing. Teaching students in multiple locations allows for small classes at a variety of sites to be combined
by faculty,
Consistency and outcome
to make a cost-effective time on the road, faculty
have more time for the essentials: teaching, scholarly activity, and service. WKU nursing faculty are proud to contribute to the pool of professional nurses in western Kentucky, and distance learning technology helps make this a reality. The initial cost exclusive of the microwave system used by WKU was approximately $40,000. The initial costs for a two-way television are between $200,000 and $300,000. This is a more ideal system because it allows both audio and video feedback for the instructor. Costs that must be calculated per course include the hourly rate for the operator and costs for the monthly phone bill. For a three-credit course, the operating costs are approximately $55 per
One of the prime advantages ing university
courses available
not otherwise
be able to pursue
The majority
of the system is makto students studies
of the authors’ students
who would at this level.
work full-time,
have families, and are place-bound. Many come to class after a full day of work and after caring for their family. Consistent with reports in the literature (Parkinson, 1989; Arndt, 1990; Boyd, 1987, Paulet, 1987), students find it a definite advantage to have classes in their home community.
Summary Nursing education needs to continue to explore both remote and interactive teaching projects. Interactive communication presents both potential and promise for meeting the needs of distance learning.
284
Removing
FULMER ET AL
the barriers
to the baccalaureate
ter’s degree for registered cost-effective
nurses is still a problem.
way to deliver
active television.
Television
and mas-
courses is through teaching
A
inter-
is a team effort,
both
sites.
active television Television lenge
expanding
cess; a cordless mike,
mechanisms
the front of the instructor,
and a fascimile
machine
at
information
for the benefit
changes
for using of nursing
need to be made
Some of these include
and computer
instruction
to administrators,
and planning is the key to success. WKU has made several changes to enhance the teaching-learning proaudio from the phone moved to
Additional
funds become available.
linkage
provides faculty,
as
inter-
between
sites.
an exciting
chal-
and students.
The
age beckons communication
us to consider technologies
and nurses.
References Arndt, M. J. (1990). Nursing education via the airwaves. N~lrse Educator, 15(l), 10. Boyd, N. J., & Baker, C. M. (1987). Using television to teach. Nursing and Health Care, B(9), 523-527. Clark, E. (1989). Learning at a distance. NWW TimeJ, 85, 69-71. Du Gas, B., & Casey, A. (1987). Teleconferencing. Canadian Nurse, 83, 22-25. Kech, J. (1987, February). Distance education with interactive television in northern Michigan. Unpublished paper presented at AECT Conference, Atlanta, GA. Kerr, J. (1987). History of off-campus programs and distance education at the University of Alberta. Alberta Association of Registered Nwses Newsletter, 43(3), 19-20. McIntosh, D. K. (1984). Interactive distance learning
technologies. Educatmal and IndmtrmL ‘IY~CZ~IJI~IN. lh(8). 47-48. Moore, M. G. ( 1987). Universrty distance education ot adults. Techological Trends fhv Lraders & Education crnd Trarnq. j?(4), I 3- 18. Parkinson, C., & Parkinson, 5. ( 1989). A comparattve study between mteractive television and tradittonal lecture course offerings for nursing students. NuninK 6 HKa/th Carr, If)(g), 499-502. Paulet, R. ( 1987). Counseling distance learners. T&VZW logiicll Trends fhr Leaders & Education and Education Tralnirq. Z(4), 26-28. Spitzer, D. ( 1089. July). Computer-medtated conferring and distance education. Unpublished paper presented at AECT Conference, Atlanta, GA.
Learning: An Innovative Nursing Education
JOE FULMER, MA, * MARYHAZARD,
Approach
to
PHD, FAAN,‘f SUSANJONES,MSN,$
AND
KATHERINE KEENE, MSN$
This article presents four views encompassing one nursing department’s experience using distance learning technology. The challenge of presenting a nursing class through distance technology is discussed from the perspective of the telecommunication faculty providing the technological support, the nursing faculty teaching the on-campus course, the off-campus nursing faculty coordinating the course at the outreach site, and the head of the Department of Nursing. Review of course grades demonstrated that off-campus students achieved higher grades than oncampus students. All students evaluated the teacher as being effecthfe; however, off-campus students were not as strong in their opinion. (Index words: Distance learning; Interactive television; Nursing education; Telecommunications; Television class) J Prof Nurs 8:289-294,7992. Copyright 0 1992 by W.B. Saunders Company
W
ESTERN KENTUCKY in Bowling
ing distance
learning
Green,
University
(WKU),
KY, is a pioneer
technology
to educate
in us-
nurses in
western Kentucky. In April 1975, WKU received a request from the nursing staff and administration of Oswensboro-Daviess County Hospital, Owensboro, KY, for courses leading to the bachelor of science in nursing degree. Owensboro, 70 miles from the main campus, is the third largest city in Kentucky, with a population associate
of 50 thousand. degree
nursing
The city is served by one program
that graduates
ap-
proximately 25 associate degree nurses each year. The nursing leaders of Owensboro expressed the need for more baccalaureate-prepared
nurses in the region.
At
*Associate Professor and Producer/Director, Media Services, Western Kentucky University, Bowling Green, KY. tprofessor of Nursing and Head, Department of Nursing, Western Kentucky University, Bowling Green, KY. *Associate Professor of Nursing, Western Kentucky University, Bowling Green, KY. SAssistant Professor of Nursing, Western Kentucky University, Bowling Green, KY. Address correspondence and reprint requests to Dr Hazard: Department of Nursing, Western Kentucky University, Bowling Green, KY 42101. Copyright 0 1992 by W.B. Saunders Company 875%7223/92/0805-0009$03.00/O
f@@Mi of PrOfeJsiOOnalNursing,
the time Nursing
of the request
the WKU
was in the planning
sion, 2-year program
in nursing
the request for an outreach tional priority nursing
Department
of
stage for an upper diviand could not meet
program.
The first educa-
was to provide an accredited
on-campus
program.
In December registered
1979, the baccalaureate
nurses was granted
initial
the Board of Review of the National
program
for
accreditation
by
League for Nurs-
ing. Interest in having a baccalaureate program in Owensboro continued. In summer 1980, the WKU Department of Nursing surveyed the registered nurses in Owensboro and the surrounding counties. Survey results demonstrated the need for baccalaureate education and a desire by nurses in the area to pursue the baccalaureate degree in nursing. There were 535 registered
nurses
with a diploma
the Owensboro
or associate
area. Of this number,
they were interested in enrolling further their nursing education. Department
of Nursing
degree
in
153 indicated
in part-time study to In 1984, the WKU
admitted
the first class into
the Owensboro outreach program leading to the bachelor of science in nursing. Equivalent high-quality nursing education on and off campus was the goal of the WKU nursing faculty. Faculty
believed
that academic
should
be maintained
wished
to duplicate
standards
in the outreach the on-campus
and quality program
and
curriculum
as
closely as possible for the students off-campus. end, faculty felt that the off-campus students
To this should
be exposed to a variety of faculty viewpoints and expertise rather than be taught exclusively by a limited number of off-campus faculty. Considering the logistics and expense of moving faculty to students, the WKU faculty chose distance learning to help meet the goal. This article will present four views encompassing the WKU Nursing Department’s experience in using distance learning technology to provide a 3-credithour class in pharmacology. The challenge of presenting a class through distance learning technology will be discussed from the perspective of the telecommu-
Vol 8, No 5 (September-October),
1992:
pp
289-294
289
FULMER ET AL
290
nications
faculty providing
the nursing the
faculty
off-campus
ing Department distance
teaching
nursing
course at the outreach
support,
The phone
the course on-campus,
the microwave
the technological faculty
coordinating
the
site, and the head of the Nurs-
discussing
the costs and benefits
of
learning
at WKU
balloon
site one evening
campus
at the off-campus
teaching
in Owensboro
into the telephone
an instructor
dents
by television
Owensboro.
activities
at Bowling
Green.
for The
site see and hear the in-
structor
via television
and may ask questions
ticipate
in discussions
via a conference
and par-
telephone.
This backup link with the
when a metallic
struck a transformer
KY,
the usual instructional
a class at the main students
off-campus
involves
a class in Owensboro,
while conducting
system develop problems.
should
building.
helium
and wiped
Class contin-
ued like an old time radio show, with the instructor
Telecommunication Faculty’s Perspective Distance
backup
phone line was the only communication
out power in the off-campus
learning.
teaching
line serves as an audio
The
gathered
around
Videotape
tape is also a backup
and the off-campus the
conference
recording
majoring
Bowling equipment,
an undergraduate
in broadcasting
Green
in
or VHS
possibility.
After 2 to 3 weeks training, dent
phone
on J/d-inch
stu-
system.
establishes
The
operates student
the return
the entire sets
up the
audio from Owensin setting
up
the off-campus students, but they can hear their comments through the conference telephone. Therefore, learners are dispersed, not truly distant. WKU’s Tele-
the monitor and conference telephone, operates three cameras, three mikes, and switcher during class, and shuts down the system when finished.
the the
communications
From the telecommunication faculty’s perspective the major difficulties instructors face include: ( 1)
faculty and students
at the on-campus
Center
began
site cannot
its distance
see
learning
program in August 1984. During the past 6 years 23 classes have been telecast by microwave from Bowling Green
to Owensboro,
including
chemistry,
English,
boro, assists the person
stu-
learning to look directly into the camera whenever they are talking to the off-campus class, (2) remem-
management, geography, and twelve nursing classes, for a total of over 1,000 hours of instruction. Nursing
bering
classes represent
ing to depend
courses, length.
with
more than 5 1 per cent of the televised each class averaging
2 to 4 hours
in
The originating site is a normal-size classroom containing up to 30 individual side-armed desks and the necessary television equipment. Two color cameras move on remote pan/tilt heads. One camera covers the instructor,
blackboard,
maintains comments
coverage of the Bowling Green students’ and questions. A third camera (mounted
overhead
and maps,
and beside the instructor’s
etc, and the other
podium)
in Owensboro
to include
the off-campus
cussion and question-and-answer on aural,
rather
students periods,
in the disand (3) hav-
than visual,
feedback
from the off-campus students. The Telecommunications Center staff feel that some improvements would enhance the distance learning setup. These include a return video signal from Owensboro allowing twoway video and audio communication and a facsimile machine in each classroom handouts and materials.
to provide rapid transfer of
On-Campus Faculty’s Perspective
is used
for reproducing pictures, outlines, transparencies, and small items. The output of this camera goes to a 25-inch monitor in the front of the on-campus classroom and a cuts-only switcher for feeding the Owensboro outreach classroom. The class in Owensboro watches the class on a 25inch monitor. Their questions and responses are sent back to Bowling Green through a portable conference set. The Bowling Green class hears what is happening in Owensboro through an identical conference telephone set placed behind the instructor. No television return from Owensboro to the on-campus site in Bowling Green exists at this time. Students at the off-campus site can see the instructor and the oncampus class, but the instructor and on-campus students can not see them.
Using modern technology to teach a 3-credit hour course in pharmacology simultaneously to nursing students 70 miles apart is a demanding but rewarding experience. Ingredients blended to provide quality instruction include careful planning, effective communication skills, flexibility, and a consistent method of presenting the material and evaluating the performance of students. PLANNING
Organizational skills, with attention to detail and previous planning, are essential for teaching a course using distance learning technology. The method prohibits the instructor from procrastinating and waiting hours before the class to engage in preparation. For
DISTANCE LEARNING
example, shown
291
a decision during
before the scheduled media obtain
regarding
class must
the audiovisual
be made at least
class. This allows ample time for
services to contact the copyright a release to broadcast the material.
outs for the class must be developed off-campus teaching
site at least
a class via distance
learning
that previously
were not clearly
transmitted
the television
camera.
transparencies
was transcribed
information overhead
visible
class.
and the limitations information
onto light
lettering,
to the off-campus
of
on the
blue paper
semester
perspective.
with the off-campus
after this visits,
and it is
that the visit be made as early in the
as is feasible. FLEXIBILITY
are not perfect,
Technical
difficulties
the teaching-learning flexible
and adapt
occurrences.
to these infrequent
For example,
The malfunction
occurred
On the average,
less than
an explanation
of how the system works, with an orientation to equipment, especially the cameras, is advantageous for both the students and the instructor. An explanation presented by faculty from the Telecommunicafor interaction
between
Organizational skills . . are essential for teaching a course using distance learning technology.
is not
while holding
delivered
a telephone
shortly
must be
unpredictable
one instructor
students
via the
lecture
technology
can occur and interrupt
process. The instructor
2?&hour
The instructor must constantly use communication skills that reinforce that the off-campus students are part of the class. Initially,
perfect.
which made the
camera.
tions Center sets the stage both groups of students.
always improves
recommended
Just as humans
site
COMMUNICATION SKILLS
an integral
students
and interaction
for the first time, used transparencies
Necessary
Communication
When
to the off-campus
due to the size of the lettering
l-inch
holder and Any hand-
classroom and the class from the student’s
and mailed to the
3 days before
it was discovered
using approximately
to be
1 month
a
receiver.
before class began.
one class per semester
is
plagued with technical problems. It is wise to prepare an alternate learning experience, such as a take-home project or group work, that can be substituted in both classrooms. Students off-campus feel left out of the class if the instructor continues to teach the oncampus
students
undermines an integral
when
the transmission
the outreach students’ part of the class.
perception
fails.
This
of being
One’s teaching style needs to be adapted to the situation. Walking while talking is curtailed due to the limitations imposed by the microphones and cameras. Due to the time involved in interacting, a slight decrease in the amount of materials covered has been noted.
l
Because eye contact is a basic skill in communication, the instructor must remember to look directly at the camera in the rear of the room when addressing students on the off-campus site. Also, calling the unseen students by name transmits respect and decreases Human nature directs us to turn depersonalization. toward sound when spoken to; however, this move-
CONSISTENCY
The instructor’s goal has been to provide a consistent course for both the on-campus and off-campus students. The same course objectives, weekly quizzes, and examinations are given to all students. Examinations and quizzes are graded by the same faculty and returned to all students 1 week after taking the tests. This rapid turnaround requires speedy grading, prompt postal service, and frequent conversations between the on- and off-campus faculty.
ment would be very distracting when teaching because the students’ voices come from behind the in-
The grades earned by the 50 students completing the 3-credit hour pharmacology course during the last 2 years are shown in Table 1. No generalizations can
structor. At least once during the semester the instructor invites a guest lecturer for the on-campus site and travels to meet the off-campus students. These visits are extremely meaningful. The instructor not only meets and interacts with the off-campus students, but the experience allows the instructor to evaluate the
be made due to the limited sample size. The preliminary results of this pilot study indicate that the offcampus students achieved higher grades, with 92 per cent receiving As and Bs compared with 72 per cent of the on-campus students receiving As and Bs. It is interesting to note that the off-campus students earned fewer Cs and Ds than the on-campus students.
FULMER ET AL
292 The on-campus sitywide
instructor
teacher appraisal.
participates Each student,
off-campus,
is given
the opportunity
instructor’s
teaching
effectiveness
several statements
including
is an effective teacher.” students
agreed
that
teacher; however, strong
in a univerboth on- and
to evaluate
the
by responding
to
“Overall,
the off-campus
On-Campus
Appraisal: Overall, My Is an Effective Teacher Off-Campus
(N = 24)
SA
A
U
D
SD
SA
16 67 7
a 33.3
0
0
0
a 333
A
(N = 26) U
D
SD
0
0
0
Abbreviations SA. strongly agree, A, agree, U, undecided, disagree, SD, strongly disagree
D.
my instructor
As illustrated
in Table
the instructor
Instructor Instructor
2.
TABLE
2, all
was an effective
students
were not as
in their opinion.
Off-Campus Faculty’s Perspective
N %
control,
and
the process
16 677
for dealing
with
technical
problems. Although
the WKU
has had almost learning
1,000 hours experience
technology,
is a new experience learning
Telecommunications
technology
class by television for the nursing can present
Center
with distance and telephone
students.
Distance
an impersonal
me-
dium. The challenge for the nursing and telecommunication faculty is to understand how the student is affected by distance learning, to minimize the disadvantages,
and to highlight
Students are initially uncomfortable with distance learning technology. Discussion between on-and-off campus
class groups
discuss a question
faculty
dent off-campus
faculty
ing coordinator
between
member
m
.
who serves as ongo-
the off-campus
process
as needed
dents or on-campus faculty. In addition to the orientation
students
and
by the stu-
to the distance
learn-
ing process provided by the on-campus faculty, students in Owensboro are oriented to the “nuts and bolts” of the equipment in the off-campus classroom. Off-campus students’ class participation increases after familiarization with the phone hook-up, volume
1.
before deciding faculty.
have chosen to have a resi-
the students with a “live” faculty member to answer questions, assist with the equipment, and facilitate
TABLE
themselves
Students and repeat often will
the off-campus students achieved higher grades . , .
the on-campus faculty. The off-campus faculty initially meets each distance learning class, presenting
the teaching-learning
difficult.
the advantages. .
nursing
among
if they wish to ask the on-campus
USER FRIENDLY
WKU
is especially
may need to move closer to the microphone themselves to be heard. Outreach students
Grades Earned Two Classes Off-Campus Students (N = 24)
by Students
in
N
%
N
A B
9 13
37.5 54.5
12 8
for questions
and pauses in the lecture
%
46 31
C
1
4
3
11.5
cl
1
4
3
11.5
by on-campus
faculty decreases the problem. Interaction is enhanced when on-campus faculty personalize the interaction by addressing the outreach students by name or by directing specific questions to students based on their expertise. As a product of requesting information or clarification of class or examination materials in writing, off-campus students have increased their ability to formulate clear and concise written documentation of their point of view. Thus, limitation in verbal interaction
has increased
SATISFACTION
On-Campus Students (N = 26)
Grade
Off-campus faculty encourage the students to state their points clearly and distinctly. Frequent requests
their written
skills.
OF THE LEARNER
The number of distance learning courses a student takes, the number of hours the course entails, and whether the course is team taught seems to affect the satisfaction of the learner. In the authors’ experience, 3-credit-hour lecture courses taught by a single faculty member and coordinated by off-campus faculty are received the best. Students become more frus-
DISTANCE LEARNING
293
trated when course variables faculty,
lecture
hours,
such as multiple
or lecture
components
increase.
the Bowling
Green and Owensboro
to presenting
course with clinical
clude
effort on the part of
attributed
A concerted
an organized
and off-campus
student
class session or $825 per semester.
teaching
to on-
rental,
learning
by doctorally and minimal
search of the literature articles
were identified. nated
University
in England
British example,
Open
on distance
at the University
University
and it began
1971 (Moore,
distance
faculty
in nursing
education
origi-
of London.
is probably teaching
partment
was conducted,
learning
has allowed
doctorally
prepared
The
prepared
faculty.
would be unable at the outreach
The department
audiovisual
for presentation
to
so that a per-
courses are taught
Without
this, the de-
to have doctoral-prepared
site.
of nursing
has used this medium
of both theory
and clinical
courses.
From one to three courses have been offered each se-
the best-known
its first students
in
mester
since the inception
“open learning”
is
material
for the clinical
1987). In England,
be
the department
faculty
centage of both on- and off-campus
Nursing Administrator’s Perspective
could
and other costs.
maximize
A computer
salary that
the course or the costs incurred
the course such as printing,
Distance
needs.
of faculty
to teaching
in teaching
faculty is essential
course responsive
the proportion
This does not in-
the fastest growing area of education, and nurse educators have considered distance learning for meeting the learning needs of nurses (Clark, 1989). In Canada, the University of Ottawa School of
of the program.
Didactic
courses is presented
route, and either a part- or full-time based in Owensboro is responsible teaching on site.
via this
faculty member for the clinical
Nursing offered courses on the Telephone Distance Education Network beginning in 1983 (Du Gas & Casey, 1987). In 1980, the University of Alberta be-
People are the key to success in distance learning. These include motivated students, full- or part-time faculty at the outreach site for clinical supervision and liaison, flexible on-campus faculty, and knowledge-
gan distance learning which now has been expanded to multiple sites (Kerr, 1987). In the United States,
able telecommunications personnel. course requirements, quality control,
distance
sessment are critical.
learning
technologies
Chico State (McIntosh,
have
been
used
at
1984), Boise State University
(Spitzer, 1989), and Northern Michigan University (Kech, 1987). Nursing programs at Weber State College in Utah (Parkinson & Parkinson, 1989) and Ball State University in Indiana (Arndt, 1990) also have used distance learning. Distance learning provides an opportunity to meet the needs of place-bound
registered
class. Rather
than spending
in as-
These measures can be developed
or nationally
standardized
examinations
may be used.
People are the key to success in distance learning.
nurses who desire
a baccalaureate degree in nursing. Teaching students in multiple locations allows for small classes at a variety of sites to be combined
by faculty,
Consistency and outcome
to make a cost-effective time on the road, faculty
have more time for the essentials: teaching, scholarly activity, and service. WKU nursing faculty are proud to contribute to the pool of professional nurses in western Kentucky, and distance learning technology helps make this a reality. The initial cost exclusive of the microwave system used by WKU was approximately $40,000. The initial costs for a two-way television are between $200,000 and $300,000. This is a more ideal system because it allows both audio and video feedback for the instructor. Costs that must be calculated per course include the hourly rate for the operator and costs for the monthly phone bill. For a three-credit course, the operating costs are approximately $55 per
One of the prime advantages ing university
courses available
not otherwise
be able to pursue
The majority
of the system is makto students studies
of the authors’ students
who would at this level.
work full-time,
have families, and are place-bound. Many come to class after a full day of work and after caring for their family. Consistent with reports in the literature (Parkinson, 1989; Arndt, 1990; Boyd, 1987, Paulet, 1987), students find it a definite advantage to have classes in their home community.
Summary Nursing education needs to continue to explore both remote and interactive teaching projects. Interactive communication presents both potential and promise for meeting the needs of distance learning.
284
Removing
FULMER ET AL
the barriers
to the baccalaureate
ter’s degree for registered cost-effective
nurses is still a problem.
way to deliver
active television.
Television
and mas-
courses is through teaching
A
inter-
is a team effort,
both
sites.
active television Television lenge
expanding
cess; a cordless mike,
mechanisms
the front of the instructor,
and a fascimile
machine
at
information
for the benefit
changes
for using of nursing
need to be made
Some of these include
and computer
instruction
to administrators,
and planning is the key to success. WKU has made several changes to enhance the teaching-learning proaudio from the phone moved to
Additional
funds become available.
linkage
provides faculty,
as
inter-
between
sites.
an exciting
chal-
and students.
The
age beckons communication
us to consider technologies
and nurses.
References Arndt, M. J. (1990). Nursing education via the airwaves. N~lrse Educator, 15(l), 10. Boyd, N. J., & Baker, C. M. (1987). Using television to teach. Nursing and Health Care, B(9), 523-527. Clark, E. (1989). Learning at a distance. NWW TimeJ, 85, 69-71. Du Gas, B., & Casey, A. (1987). Teleconferencing. Canadian Nurse, 83, 22-25. Kech, J. (1987, February). Distance education with interactive television in northern Michigan. Unpublished paper presented at AECT Conference, Atlanta, GA. Kerr, J. (1987). History of off-campus programs and distance education at the University of Alberta. Alberta Association of Registered Nwses Newsletter, 43(3), 19-20. McIntosh, D. K. (1984). Interactive distance learning
technologies. Educatmal and IndmtrmL ‘IY~CZ~IJI~IN. lh(8). 47-48. Moore, M. G. ( 1987). Universrty distance education ot adults. Techological Trends fhv Lraders & Education crnd Trarnq. j?(4), I 3- 18. Parkinson, C., & Parkinson, 5. ( 1989). A comparattve study between mteractive television and tradittonal lecture course offerings for nursing students. NuninK 6 HKa/th Carr, If)(g), 499-502. Paulet, R. ( 1987). Counseling distance learners. T&VZW logiicll Trends fhr Leaders & Education and Education Tralnirq. Z(4), 26-28. Spitzer, D. ( 1089. July). Computer-medtated conferring and distance education. Unpublished paper presented at AECT Conference, Atlanta, GA.
