Introduction
Academic educators are now facing exciting times in nursing programs from undergraduate to doctoral programs. Educators have needed to make changes and face many issues to continue to produce future nurses. “Computers and the development of web-based instruction have had a tremendous impact on education…the computer has become a major influence in distance education by providing an interactive technology that allows learners to participate at any time or from anyplace. Web-based instruction provides an innovative and interactive way to bridge time and distance. Through use of the computer, students at multiple sites can collaborate with others and ask questions without synchronous connection” (Billings & Halstead, 2009, p. 363). One of these issues that a nurse educator knows impacts distance education is the constant advancement of technology used in online programs. With the continued advancement of technology, faculty is going to need to be kept abreast of new technology that is being presented to them in order to make their courses successful.
Issue Impacting Distance Education
According to Nguyen, Zierler, & Nguyen (2011), “the integration of information technology competencies is crucial in nursing education and practice. To adequately prepare current and future nurses, faculty development and training in the use of educational technologies is necessary. A needs assessment survey identified the use, knowledge and skills, and training needs for using distance learning technologies, simulation, telehealth, and informatics” (p. 187). Since the inception of technology into nursing education programs, a big issue is the constant need to have instructions given to the faculty, in order to keep the courses running smoothly.
Many times as soon as the faculty starts to feel comfortable about whatever system they are using in distance education, along comes another system. “It is evident that technology has become a critical component for higher education institutions…faculty should receive comprehensive ongoing training, especially integrating technology. Faculty development, support, and training were rated as the fifth major postsecondary education concern” (Singleton & Session, 2011, p. 35). It is the responsibility of the institutions of higher learning to make sure that the staff and faculty are instructed in how the distance education system works. They need to feel comfortable in navigating the technological system they are teaching their courses.
Technology in Distance Education
It has been shown that the innovations in technology have changed society today. The potential students of any distance education program of higher learning have demands and needs that must be fulfilled. Technology has become an integral factor in education and is also being used in the traditional classroom. Lorenzetti (2011b) examined the training that was necessary for faculty to be successful in their distance education courses. When the faculty can circumnavigate the systems successfully, they are able to instill confidence toward their students.
The author found that the University of North Texas created a “unique ‘just-in-time’ training system that allow faculty to access convenient chunks of material and receive training in these topics in a short period of time, which consisted of four steps” (p. 18). Those instructional steps included segment content into short modules, provide tech support, archive your sessions and provide other options, and ask for feedback. Many of the institutions will upgrade their online systems for one that is essentially more successfully navigated.
It also becomes critical for faculty to find better teaching strategies especially for online distanced education courses. Lorenzetti (2011a) claimed that “more universities are constructing a presence in Second Life, the virtual reality world that seems tailor-made for education” (p. 11). This is a virtual world that can help students experience the world and is relatively new. The concept is to allow the student to travel, teleport, or walk to locations that they might not have the ability to do so in the real world. The author emphasized that any institution that may want to develop courses using Second Life should “be sure their Second Life training actually takes place-in-world. Although there are some models that attempt to teach Second Life in a physical classroom with PowerPoint slides, this is clearly a world that must be experienced to be understood” (p. 12).
Conclusion
The future for academic nurse educators is very bright. Technology keeps advancing in leaps and bounds. With the continued advancement of this technology, it is critical that the nurse educators keep well-informed. With the establishment of technology into the nursing programs and with the continued advancements, an issue that impacts distance education is the need to educate the educators. Technology has become a vital component of nursing education. Institutions must rise to the occasion to find methods to keep the faculty aware of the constant advancements. As was noted at the University of North Texas in attempting to help the faculty to learn information necessary for the success of the program, the institution came up with four steps which helped the faculty to learn chunks of material and become confident in the use of the material being offered. In order to utilize Second Life into nursing programs, institutions found that with hands on training resulted in the faculty becoming more successful at using Second Life. Educating the educator will remain a vital component of distance education and institutions face the responsibility of obtaining the best methods of accomplishing this.
References
Lorenzetti, J. P. (2011b). Four steps to just-in-time faculty training. Faculty Development in Distance Education: Issues, Trends and Tips, 18-19. Retrieved from http://www.facultyfocus.com/account/downloads/?grant_token=91report-faculty-development-in-distance-education[1].pdf
Lorenzetti, J. P. (2011b). Four steps to just-in-time faculty training. Faculty Development in Distance Education: Issues, Trends and Tips, 18-19. Retrieved from http://www.facultyfocus.com/account/downloads/?grant_token=91report-faculty-development-in-distance-education[1].pdf
