distance education in nursing education

2. In Nursing

3. INTRODUCTIONINTRODUCTION
Distance education is an alternative
Mode for receiving the highest,
Professional and technical education which
distinguishes from conventional campus based
mode of Learning.
Distance education is a formal educational
process in which the majority of the
instruction occurs when student and
instructor are not in the same place.

4. Distance EducationDistance Education, ,
Distance LearningDistance Learning or or
D-LearningD-Learning
Is a mode of delivering education
and instruction, often on an individual
basis, to students who are not
physically present in a traditional setting
such as a classroom. Distance learning
provides "access to learning when the
source of information and the learners
are separated by time and distance, or
both.

5. ContdContd……
Distance learning aims to provide
effective learning for specific and
desired knowledge in a flexible
manner.
The learner, whether an individual or a group, is
separated, by place and/or time, from the
originator of the teaching material. Interaction
between individuals and with the teaching
material is by the use of various media and
communication technologies.

7. Nursing Distance EducationNursing Distance Education
• Distance Education (DE), also known as distributed
learning, uses a wide range of computing and
communications technologies to provide learning
opportunities beyond the time and place constraints of
traditional classroom. (The CSU Center for Distributed Learning, 2004).
• DE, by its nature, draws in students who wouldn’t otherwise
be able to pursue course work because of lack of access to a
campus or because work, family, or economic considerations
preclude full time, on-site education. (AACN, 2000).
• Online DE also meets the needs of students who prefer more
independence in their learning. (Leasure, Davis, & Thievon, 2000)

9. ISSAC PITMANISSAC PITMAN
He taught a system of
shorthand by mailing texts
transcribed into shorthand
on postcards and receiving
transcriptions from his
students in return for
correction in the Bath
England in early 1840s.
PIONEER OF
DISTANCE EDUCATION

10.  1874 -American university level distance
education began at Illinois Wesleyan
University to provide Bachelor degrees
1882 –The Chautauqua movement in gave
the popular push to correspondence
education.
1892-Pennsylvania university started
distance education programme via postal
services.
1900 -Teaching of academic and vocational
courses started and problems of quality and
ethical practice were raised.

11. 1926 -The National Home Study Council
(NHSC) was formed to solve these issues.
1950 to 60 – Correspondence courses delivered
via text book ,multi media ,radio and TV.
1961 - Central Advisory Board of Education
introduced the system of correspondence courses
and a UGC Committee was appointed under the
Chairmanship of Dr. D. S. Kothari.
1974-Regents External Degree Programme in
Nursing.
1982- First Open university established in Andra
Pradesh.

12. 1985 – IGNOU established.-First
University established in India which offer
only distance education and open education
on various streams.
1990 – IGNOU started offering PB.BSC
Nursing course through open and distance
mode. This programme recognized by INC.
1992- Distance Education Council
established. IGNOU had administrative
powers of DEC.

13. 1994 – Duquesne University opened first
online distance education program on Ph.D
Nursing.
1995- In India, Enrollment of 200,000 students
in open and distance learning, accounting for
3% of total higher education enrollment.
2005-2014 –13 Universities offer different
educational programmes.
 2013 – DEC administrative powers shifted to
UGC.
2014-Distance Education Bill passed.

14. PRINCIPLESPRINCIPLES
VIDEO

15. Interaction andInteraction and
Technology inTechnology in
Distance EducationDistance Education

16. INTERACTIONINTERACTION
Interaction in a traditional
classroom is much
different than the interaction
that occurs in distance education. Distance
education programs mix instructional
technologies with strategies to help the
learners interact with the instructional
content.

17. FOUR TYPES OF INTERACTIONSFOUR TYPES OF INTERACTIONS
Learner Content
Learner
Learner
Learner
Instructor
Learner
Technolog
y/system

19. SYNCHRONOU
S LEARNING
ASYNCHRONOU
S
LEARNING
TECHNOLOGY IN
DISTANCE LEARNING

20. SYNCHRONOUSSYNCHRONOUS
LEARNINGLEARNING
In synchronous learning, all participants are "present" at the same
time. In this regard, it resembles traditional classroom teaching
methods despite the participants being located remotely. It requires
a timetable to be organized.
Web conferencing, videoconferencing, educational television,
instructional television are examples of synchronous technology, as
are direct-broadcast satellite (DBS), internet radio, live
streaming, telephone, and VoIP. Online meeting software such as
Adobe Connect has helped to facilitate meetings in distance learning
courses.
I

21. In asynchronous learning,
participants access course
materials flexibly on their own
schedules. Students are not
required to be together at the
same time. Mail
correspondence, which is the
oldest form of distance
education, is an asynchronous
delivery technology, as
are message board forums, e-
mail, video and audio
recordings, print
materials, voicemail.
ASYNCHRONOUS
LEARNING

22. CHARACTERISTICSCHARACTERISTICS
• The quasi-permanent separation of teacher and
learner throughout the length of the learning
process : this distinguishes it from conventional
face-to-face education.
• The influence of an educational organisation both
in planning and preparation of learning materials
and in the provision of student support services;
this distinguishes it from private study and teach
yourself programmes.

23. The use of technical media; print, audio, video or
computer, to unite teachers and learners and carry
the content of the course.
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.
 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.

24. 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.
Education in real life setting
 Student centered
Indirect education
Flexible approach
Independence to adult learner/Learners autonomy.

25. Higher
Learning
Provision
For
Research
FlexibilityOppor
tunity
Advance
ment
And
Dissemin
ation

26. Location
Immediate
Physical
Environment
The Interfaces
Used
The Social &
Organisational
Work
Environment
The Group
Learning
Environment
The Cultural
Environment
LEARNING
ENVIORMENT

27. TYPES OF METHODS USED INTYPES OF METHODS USED IN
DISTANCE LEARNINGDISTANCE LEARNING
FLIP BOOK

28. CHOICE
NETWOR-
KING PACE
PHYSICAL
SETTING
MONEY
FLEXIB
-ILITY
TRAVELADVANC-
ED
TECHNO-
LOGY
SELECTION
OF
PROFESSOR
INTERNAT
-IONAL
NETWORK
-ING
SCHED
-ULE
ADVANTAGE
S

29. LACK OF
COMPETITI
-ON
LESS
RELIABI
-LITY
ISOLATE
D
LACK OF
INTERACTION
AVAILABILI
-TY
POOR
COMMUNICATI-
ON
AFFORDAB
LE
ABSENCE OF
TEACHERS
LACK OF
MOTIVATI-
ON
NO FACE
TO FACE
ATTENTI-
ON
DISADVANTA
G-ES

30. ReferencesReferences
 Chitty K. & Black B. (2007). Professional Nursing: Concepts &
challenges, 5th edition, Saunders, USA.
 Cherry, B. & Jacob, S. (2008). Contemporary nursing. (4th ed.).
St Louis: Mosby Elsevier.
 O'Neil, C. Fisher, C. & Newbold, S. (2009). Developing Online
Learning Environments in Nursing Education. (2nd ed.). Springer
Publishing Company, LLC. New York.
 Reiners, G. ( 2005 ). Nursing Distance Education. A Paper
Presented in Partial Fulfillment Of the Requirements of
Administration and Leadership of Distance Education Programs.
Capella University.

31. THANK
YOU