Professional Documents
Culture Documents
L ANAND
Research Scholar
Ph.D Nursing(External),
Annamalai University
anandmscn@hotmail.com
Introduction
As a result of technological advances, distance education for nurses is flourishing
st
in 21 Century. The technological advancements refined the educational system and
approaches. Distance education act as blessing to all nurses to continue their education
and update their skills in their work setting with limited costs, which directly benefitted
quality of patient care and health care system as whole.
The following section discusses the various aspects of distance education programmes.
Historical changes
360 B.C Plato introduced Written Word which enable the students to experience and
interpret the words without facing teacher.
1950 -60 Correspondence courses delivered via text book,multi media,radio and TV.
1961 - The first School of Correspondence Courses was started by the University of
Delhi in 1962.
1980- Many universities started offering correspondence courses and distance learning
courses.
1994 Duquesne University opened first online distance education program on Ph.D
Nursing. In USA, currently nearly 30 institutions offer Distance education courses in
Nursing.
(ii) To provide facilities to pursue higher education to all qualified and willing persons
who had failed to join regular university courses due to personal and economic reasons
or because of their inability to get admission to a regular college, and
3. The use of technical media; print, audio, video or computer, to unite teachers and
learners and carry the content of the course.
4. The provision of two-way communication so that the student may benefit from or
even initiate a dialogue; this distinguishes it from other uses of technology in
education.
5. The quasi-permanent absence of a learning group throughout the length of the
learning process so that people are usually taught as individuals and not in
groups, with the possibility of occasional meetings for both didactic and
socialisation purposes.
6. Each student is separated from his/her peer group in the sense that although the
learners form a fairly sizable population they do not have face-to-face interaction
among themselves. Thus distance education becomes a highly individualised
learning system. In this sense, it remains one of the most individualised of all
educational systems.
7. Education in real life setting
8. Student centered
9. Indirect education
10. Flexible approach
11. Independence to adult learner/Learners autonomy.
3. Expanding the capacity for education in new and multidisciplinary subject areas;
offering the combination of education with work and family life.
6. To respond effectively to the growing demand of working adults or any others who
have difficulties in getting training in conventional education because of lack of flexibility
in the timing and location of courses.
Synchronous Approach:
The participants in the same space at the same time in order to attend to the
material of teaching. All the students should assemble before the TV or Broadcast to
receive instructional material. It is more closure to traditional class room.
E.g IGNOU lecturers are delivered through TV channels like Gnan Dharsan and INC is
conducting contact classes for Ph.D nursing via videoconferencing at six centers in
India
Advantages:
1. Lectures and lesson are delivered at same time to distant places, which ensures
uniformity in delivery systems.
2. Enhances Group building
3. Facilitating Brain-Stroming and decision making.
4. Co-operative learning.
5. Promotes skill in discussion among learner
6. Feeling of Social isolation is reduced.
7. Discussion is possible in terms of written words.
Disadvantages:
1. Scheduling same time to multiple participants would be difficult.
2. Requirement of greater Financial and personnel resources.
3. Adult learner will have hetrogenous in qualification and understanding would
make difficult to prepare contents.
4. Cannot be suitable for learners from different time zones.
Asynchronous Approach:
E.g
Most of the universities follow this system by sending text materials, recorded
multimedia materials to distant learner by post or email.
Advantages:
1. It does not require the participants share the time or space to contribute to or
benefit from instructions.
2. Tailored to individual need and meeting individual differences.
3. Suitable to all learners living different time zones.
4. Individual can read and understand the content at his own pace.
5. Recorded lectures and printed text materials will be viewed number of times
which enhances retention of learning.
6. Learner can clarify their doubts through emails/post.
7. It is good for learner who has learning disabilities.
8. Online discussion boards will enhance interaction among learners.
Disadvantages:
1. Social isolation of learner.
2. Lacks active interaction.
3. Cost is higher.
4. Lack of immediate clarification and evaluation of contents.
India Open and distance learning in India dates back to the 1960s. By the 1980s
there were 34 universities offering correspondence education through departments
designed for that purpose. The first single mode Open University was established in
Andhra Pradesh in 1982, followed by the Indira Gandhi National Open University
(IGNOU), and subsequently in Bihar, Rajasthan, and Maharashtra, Madhya Pradesh,
Gujarat, Karnataka, West Bengal, and Uttar Pradesh (established throughout the 1980s
and 1990s). The establishment of these single mode distance education universities
was stimulated by the governments intention to democratize education and make it
lifelong. The initiative did not discourage the expansion at the same time of
correspondence programmes in dual mode universities. The year Most open and
distance learning universities in India follow the model of the UK Open University. They
co-ordinate communication and collaboration through the Distance Education Council
(DEC), founded in 1992. DEC is responsible for the promotion, co-ordination, and the
maintenance of quality and standards. A range of factors including emerging ICTs,
liberalization, privatization and globalization have amplified the demand for open and
distance learning. While the government is responsible for more than 90% of open and
distance learning funding, plans are underway to involve the private sector more
closely, especially through permitting the increase of fees.
In India, P.B.B.Sc Nursing course which is offered by IGNOU through its INC
recognized study centers is the only course is recognized by INC with regard to
distance education course in Nursing in India. The Tamilnadu Nurses and midwifery
council is the only nursing council in India does not recognize distance education
courses in Nursing though it is recognized by INC.
Honble High courts passed various orders in past regarding recognition and
registration of P.B.B.Sc Nursing course offered by IGNOU. Recent observation of high
court of kerala which stated that Nursing education program offered through distance
education cannot be treated as recognized as nursing requires lots practical training.
Such orders widened the controversies related distance education in nursing in India.
i) Lay down norms, guidelines and standards for offering various programmes of
higher education through distance education system and prescribe physical and
infrastructural facilities, staffing pattern and staff qualifications required for such
programmes and enforce the same;
ii) Grant recognition to programmes of higher education offered through distance
education system within the country and/or outside;
iv) Lay down norms, guidelines and standards for regulating and monitoring
online programmes.
Indian Nursing Council and Distance Education Council are primary regulatory
authorities to set standards, recognition and monitoring the distance Education
programmes in Nursing in India.
Provide course materials to the remote site well in advance of the class. Lecture notes
and other materials can be placed on the World Wide Web.
Use graphics experts to aid in the design of materials specifically for this medium.
Present an early class at the remote site to meet students face to face. Have an
offsite facilitator at each class.
Begin and end classes by letting students ask questions and voice concerns.
Encourage interaction by using discussions, debates, and/or case studies. Give
students extra time to respond to or ask questions if there is an audio delay. Balance
the interactions with students at the remote site and the local site.
Have on-line office hours.
Train instructors to use the technology effectively prior to use.
Be sure the system technician understands your needs before class begins. Have
technical support available at all times and at all sites.
Have a plan and contact numbers for technical failures.
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