NUR 649E Assignment Distance Education Learning
NUR 649E Assignment Distance Education Learning
NUR 649E Distance Education Learning
Describe an issue that impacts distance-education learning. The selected issue can be a faculty issue, student issue, or administrative issue. Examine the issue and its significance to distance education.
Assume that you are in a leadership position for the development of either nursing or patient education. Propose strategies on how your organization can meet challenges posed by the issue you selected in order to continue providing quality distance-education learning. Support your proposal by incorporating evidence-based literature and relevant professional standards.
This assignment may be completed in one of the formats (with quantitative criteria) listed below (Note: You must select a format different than the format you submitted for the Topic 3 assignment):
APA-formatted paper (1,000-1,250 words)
PowerPoint presentation with comprehensive speakers’ notes (12-15 slides)
Podcast (10-15 minutes)
Blog or Web page (1,000-1,250 words)
Any other technology application as approved by the instructor
In addition to the course materials, you are required to use a minimum of three current scholarly, evidence-based, peer-reviewed resources (less than 5 years old).
APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance
The first issue is the quality of instruction that is given through distance learning programs. Much of the quality of instruction depends on the attitude of the administration and the instructor. Data collected in a 1999 study by Elliot Inman and Michael Kerwin showed instructors had conflicting attitudes about teaching distance education. They report that after teaching one course, the majority of instructors were willing to teach another, but that they rated the quality of the course as only equal or lower quality than other classes taught on campus. Many times it seems that the administration believes the technology itself will improve the quality of the class. Palloff and Pratt (2000) remind us that “ technology does not teach students; effective teachers do”(pg. 4). They make the point that the issue is not technology itself, but how it is used in the design and delivery of courses. Too often instructors do not design their lessons to take advantage of the technology presented. This affects the quality of the instruction. Research suggests that the effectiveness of distance learning is based on preparation, the instructor’s understanding of the needs of the students, and an understanding of the target population (Omoregie, 1997). Sherritt (1996) found in her survey of higher education administrators that many of the decision makers view distance programs as second rate, a “ necessary but deficient form of education” (pg.2). She writes that this attitude also was found in academic departments that “ have no strong mandates to adjust their curriculum and instruction to fit distance learning beyond cursory cooperation” (pg. 2). There are no rewards for doing so and the effort takes away from research time. Sherrit also cites a study by Caffarella et al. done in 1992, which found off campus instructors to be “ a demoralized bunch, perceiving poor working conditions, isolation, personal and professional deprivation” (pg.3). This attitude hardly seems conducive to an effective learning environment for the students. If the administration and instructors are lacking in true commitment, it is bound to have a negative influence on the entire distance learning experience