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Blended Distance Delivery: Web-enhancing Multiple Site Videoconference Classes

Blended Distance Delivery: Web-enhancing Multiple Site Videoconference Classes. Peter Kellett BN RN Nursing Instructor University College of the North/ University of Manitoba Joint BN Program Thompson, Manitoba. Use of Distance Education Technologies.

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Blended Distance Delivery: Web-enhancing Multiple Site Videoconference Classes

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  1. Blended Distance Delivery:Web-enhancing Multiple Site Videoconference Classes Peter Kellett BN RN Nursing Instructor University College of the North/ University of Manitoba Joint BN Program Thompson, Manitoba

  2. Use of Distance Education Technologies • Increased access to baccalaureate and graduate nursing education • Part-time offerings to working nurses • Geographically isolated or separated students • Frequently used to deliver Joint BN programs in smaller colleges • Enables faculty to deliver courses to multiple sites concurrently

  3. “Electric communication will never be a substitute for the face of someone who with their soul encourages another person to be brave and true.” Charles Dickens

  4. “The more elaborate our means of communication, the less we communicate.” - Joseph Priestly

  5. Web Delivery Benefits • Arguably the most popular approach (WebCT, Desire2Learn, Blackboard) • Benefits noted in the Literature • Development of student computer skills • Active learning approaches • Peer interaction and support • Autonomy of student and increased convenience and accessibility due to asynchronous nature of learning (Ali, Hodson-Carlton, & Ryan, 2004; Howatson-Jones, 2004)

  6. Web Delivery Pitfalls • Potential for social isolation • Lack of dynamic face-to-face interaction and visual cues during discussions • Technology and access problems • Student frustration with pre-determined learning packages that do not allow for student input to determine learning priorities (Ali et al., 2004; Hyde & Murray, 2005)

  7. Videoconferencing Benefits • The ability to participate in dynamic synchronous interaction • Participants can see each other, & multimedia presentations can be shared with multiple sites • Newer IP videoconferencing equipment is more reliable, with better picture quality than the old dial up systems, and more cost effective to run (Allen, Sargeant, Mann, Flemming & Premi, 2003; Birden & Page, 2005; Clark & Ramsey, 2005)

  8. Videoconferencing Challenges • Poor video quality, broken audio transmission or lag (packet loss) • Need technological knowledge or support • Connection problems/ system incompatibility • Initial high cost of equipment • Risk of faculty utilizing a traditional didactic lecture approach that isolates distance sites (Allen et al., 2003)

  9. Pharmacology Hybrid Model • 2nd year Pharmacology Course in the UCN/University of Manitoba curriculum • 3 hour videoconference class once a week • 2 hours interactive lecture • 1 hour discussion of Problem Based Learning case • Online web-support of course utilizing Desire2Learn (D2L) software

  10. Web-based Component • Sharing of course materials • Syllabus • Course schedules • Handouts • Course notes/ Powerpoint Presentations • Computer animations • Streaming video (e.g. Mediasite live) • Hyperlinks to online resources • Students can establish personal profile (picture)  get to know each other

  11. Web-based Component • Enhanced communication with faculty or colleagues • E-mail • Discussion board • Chat room • Submission of assignments • E-mail attachment • Online dropbox • Distribution of Grades or graded assignments

  12. Web-based Component • Online Calendar identifies key dates/ deadlines for the course • Problem-based learning cases • Posted one week in advance of in class discussion for a group of students to debate and discuss online • Provides opportunity for discourse and reflection on the case and a chance to apply and synthesize knowledge

  13. Evaluation of Hybrid Model using Chickering and Gamson’s Seven Principles of Good Practice for Undergraduate Education Good Practice: • Encourages student-faculty contact • Synchronous videoconference discussion • E-mail • Discussion board • Chat room • Provides an alternative to asking a question in class promoting better communication between reserved students and faculty. • Online communication can make the faculty member more accessible to students at all sites (equalizer) (Ryan, Hodson-Carlton, & Ali, 2004)

  14. Good Practice: • Encourages cooperation among students • Group discussion of PBL cases online and during videoconference class • Clear ground rules for etiquette established at start of course and reinforced • Encourages active learning • Online discussion of PBL cases encourages active, self-directed learning

  15. Good practice: • Gives prompt feedback • Online communication, assignment return, and grade distribution facilitate prompt feedback • Response time is communicated to students to decrease frustration (Ali et al., 2004; Koeckertiz et al., 2002) • Emphasizes time on task • Clear timelines and deadlines are established, while providing some flexibility for student participation through the asynchronous web tools

  16. Good practice: • Communicates high expectations • Expectations for the course are clearly established at the initiation • Quality of discussions is facilitated through appropriate questioning and encouragement • Online discussion environment can create competition based on the level of material submitted by colleagues (Ali et al., 2004)

  17. Good practice: • Respects diverse talents and ways of learning • Students preferring traditional classrooms derive comfort from weekly videoconference classes • Online discussions facilitate in class discussions, and allow reserved students to shine when they would not participate in classroom discussions (Gray-Deering & Eichelberger, 2002) • Provision of online notes gives students the security to focus on participation instead of note taking • Using a combination of methods: reading, class and online discussion, graphics, animations, links to online resources etc. respects diverse learning styles

  18. Potential Limitations of the Hybrid Model • Time consuming for both students and faculty because of participation in classroom and online activities • Significant up-front preparation (especially first time delivered in this format) • Faculty needs to invest time daily to review online discussion and facilitate student learning • Student time significant - ? worth the sacrifice for learning outcomes

  19. Potential Limitations of Hybrid Model • Students require comfort with technology • Students need reliable computer and Internet access • Not all students may be ready to engage in this degree of active self-directed learning  anxiety (Howatson-Jones, 2004)

  20. Future Directions • Research to examine the degree to which the desired outcomes have been attained (formative and summative) • Further development of dynamic online content to supplement videoconference classes, that accommodates a variety of learning styles

  21. References Ali, N. S., Hodson-Carlton, K., & Ryan, M. (2004). Student’s perceptions of online learning: Implications for teaching. Nurse Educator, 29(3), 111-115. Allen, M., Sargeant, J., Mann, K., Fleming, M., & Premi, J. (2003). Videoconferencing for practice-based small-group continuing medical education: Feasibility, accessibility, effectiveness, and cost. Journal of Continuing Education in the Health Professions, 23(1), 38-47. Birden, H., Page, S. (2005). Teaching by videoconference: A commentary on best practice fro rural education in health professions. Rural and Remote Health, 5 (356). Care, W. D., Gregory, D., Courtenay, M., Russell, C., & Hultin, D. The experiences and impacts of learning with distance technology among Aboriginal nursing students. May-June 2004 at the Canadian Association for Distance Education:  IT 2004 Conference: Pioneers in a New Age.  Toronto, Ontario. Retrieved February 1, 2006, from http://www.umanitoba.ca/ faculties/nursing/exp-impact/CADE_May%2031_presentation.ppt Clark, C.E., & Ramsey, R.W. (2005). Teaching and learning at a distance. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (2nd ed., pp.397-421). St. Louis, MO: Elsevier.

  22. Gray-Deering, C., & Eichelberger, L. (2002). Mirror, mirror on the wall: Using online Discussion groups to improve interpersonal skills. Computers, Informatics, Nursing, 20(4), 150-154. Howatson-Jones, L. (2004). Designing web-based education courses for nurses. Nursing Standard, 19(11), 41-44. Hyde, A., & Murray, M. (2005). Nurses’ experience of distance education programs. Journal of Advanced Nursing, 49(1), 87-95. Koeckeritz, J., Malkiewicz, J., & Henderson, A. (2002). The seven principles of good practice: Applications for online education in nursing. Nurse Educator, 27(6), 283-287. Ryan, M., Hodson-Carlton, K., & Ali, N. S. (2004). Reflections on the role of faculty in distance Learning and changing pedagogies. Nursing Education Perspectives, 25(2), 73-80.

  23. Contact Information Peter Kellett Nursing Instructor University College of the North Thompson, Manitoba (204) 677-6401 pkellett@ucn.ca http://www.ucn.ca/nursing/WRCASN06/BlendedDE.htm

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