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At least 19 recordsLinked to original sources
PubMed2005

A distance education in undergraduate dietetic education.

Distance education is an exploding phenomenon that allows people to pursue higher education on their own time, at a pace that meets their needs, in locations where there are no colleges and universities, or where there is not a desired program of study. This study examined the use of distance education in undergraduate dietetic education programs and the opportunities for obtaining an undergraduate degree in dietetics solely via distance education. A survey was sent to all directors (n = 279) of undergraduate programs accredited/approved by the Commission on Accreditation for Dietetics Education to determine the current status and projected future use of distance education in their institutions' on-campus programs. The survey had a 54% response rate. Approximately 32% (n = 150) of undergraduate dietetics programs offer distance education courses in some format. Institutions that offer nondietetics distance education courses were more likely to offer dietetics distance education courses. The most common distance education format utilized in dietetics was 100% Internet courses (48%). The most common distance education dietetics course offered was a basic or introductory nutrition course (31%). From the data of courses offered, or permitted to be transferred, it would not be possible for a student to complete an undergraduate degree in dietetics solely via distance education methodologies at the time this study was conducted.

Education, Distance↗
PubMedDate not supplied

Indicators of success in distance education.

Distance education offers many advantages to students, faculty, and educational institutions. Despite these advantages, distance education classes historically have higher dropout rates than do the courses taught in the traditional, face-to-face setting. Current research includes information related to technology, teaching tips, and resources for these extended learning opportunities. However, information related to student success in distance education is limited and success indicators are poorly defined. Current studies on success indicators often lack a defining framework that provides an opportunity for study replication and strengthens the credibility of study findings. An empirical model developed by Powell et al divides potential determinants of success into three categories. This literature review identifies indicators in each category and indicates a need to revise the current framework to include technology as a fourth category. The revised framework should provide a basis for additional research in this rapidly growing area.

Attitude of Health Personnel↗
PubMed1991

Professional resocialization of post-RN baccalaureate students by distance education.

Distance education is being used to increase access to post-RN baccalaureate education. One of the objectives of degree programs is the professional resocialization of post-RN students. Because of the limited contacts with the institution, faculty, and student peers, the effectiveness of professional resocialization by distance education may be questioned. In this qualitative study, the responses of 24 students who had taken distance courses in Nursing Issues from four universities were analyzed for evidence of professional resocialization. Two of the universities used a group-oriented approach to distance education; two used an individual approach. Responses of students from the four schools and the two approaches were similar. All reported more awareness of issues in nursing and most reported attitude changes reflecting a more professional orientation. Among the changes were attitudes toward baccalaureate entry to practice, nursing theory and research, and the place of nurses and nursing in society. Despite the limitations of distance education, distance courses can be influential in the professional resocialization of post-RN students.

Adult↗
PubMed2004

Overview of geriatric distance education for academic courses and continuing education.

Distance education technologies may be applied to academic settings, continuing education/continuing medical education settings or in combination to both. This article provides an overview of what we have learned about academic and continuing education/continuing medical education in geriatrics and gerontology. It includes information on the scope of distance education, the strengths and challenges of distance education, and discusses issues related to technology, intellectual property, instructional design and curriculum development, collaborative effort, marketing, evaluation, and research.

Certification↗
PubMed2004

Factors that motivate and deter rehabilitation educators from participating in distance education.

The major purpose of the study was to conduct exploratory research on the motivational levels of rehabilitation educators whose programs have Comprehensive Service Personnel Development (CSPD; Department of Education grant) grants targeted toward distance education. Additionally, the study attempted to identify whether significant factors existed that would inhibit faculty participation in distance education. There were three research questions to examine: (a) Do distance educators and non-distance educators differ significantly in intrinsic motivational factors? (b) Do distance educators and non-distance educators differ significantly in extrinsic motivational factors? and (c) Do distance educators and non-distance educators differ significantly in inhibiting factors? The results showed that rehabilitation faculty with CSPD grants who are distance educators are more extrinsically motivated (such as increase in salary, monetary support for participation, job security, working conditions, technical support, and requirement by department) than non-distance educators. There were no significant differences in levels between distance educators and non-distance educators that are intrinsically motivated (scholarly pursuit, personal research tool, and job satisfaction). There was no significant difference between distance educators and non-distance educators in inhibiting factors.

Adult↗
PubMed1996

Education review: Meeting statewide needs for health information management education through distance education.

In 1990 a need was expressed for a baccalaureate degree in health information management (HIM) for HIM employees who could not leave their jobs and/or families to attend classes 150 miles away. Faculty from the Medical College of Georgia, the state's health sciences university, began teaching one class per quarter at St. Joseph Hospital in Atlanta in 1993. In conjunction with DeKalb College in Atlanta, the Medical College of Georgia now offers the entire HIM curriculum leading to a baccalaureate degree. Classes are taught by faculty at the Medical College of Georgia through the use of ¿electronic classrooms¿ equipped with two-way interactive video cameras and monitors, special detail cameras, and state-of-the-art computers. The Medical College of Georgia now offers the only baccalaureate degree in HIM in the state university system.

Georgia↗
PubMedDate not supplied

Beam me up, nurse! Educational technology supports distance education.

The Intercollegiate Center for Nursing Education (ICNE) has recently added a second technology to its earlier distance education program. Orientation of nursing faculty to effectively use the new two-way video and audio interactive microwave system has been a challenge, and the reward for meeting that challenge is satisfied distant learners. The author discusses the planning, implementation, and evaluation of this new technology.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Discovering co-learning with students in distance education sites.

Distance education is promoted as an effective way to reach more students, but how effective are interactive learning strategies in distance nursing courses? The authors discuss how nursing students adjusted to distance technologies and became actively involved in creating an environment that enabled development of supportive co-learning relationships. Learner perspectives on teaching strategies, distance learning, and becoming nurses are described.

Adaptation, Psychological↗
PubMedDate not supplied

POTS, PANS, and PEARLs: the nursing profession's rich history with distance education for a new century of nursing.

BACKGROUND: Continuing education via distance education is expanding. A review of the media used to deliver classes in the past as well as future possibilities are presented. METHOD: The personal experience of the authors using these methods to present continuing nursing education is the basis for this article. RESULTS: There is evidence that people learn via distance education as well as they do with traditional formats such as conferences and seminars. Although learners are enrolling in these types of courses for convenience, they enjoy the classes more when there is active involvement and participation. CONCLUSIONS: Continuing education using distance education strategies will expand, especially because computers are available in the homes of learners. A larger number of offerings will be available, and more learners will use these media to remain current professionally.

Computer-Assisted Instruction↗
PubMed2000

Distance education. Part 7. Evaluation of the Graduate Diploma of Family Medicine. Does a distance education course for GPs influence their reported clinical and professional practice?

INTRODUCTION: Course evaluation is essential for continuous enhancement of teaching. This evaluation aimed to assess the impact of the Graduate Diploma of Family Medicine on the clinical practices, community activities, learning styles and personal lives of its graduates. METHODS: Cross-sectional postal questionnaire survey of all 1993 to 1997 graduates of the Graduate Diploma in Family Medicine (n = 233). RESULTS: A response rate of 70% was achieved. Male respondents felt that they treated a greater variety of conditions (p = 0.04), had undertaken more procedural work (p = 0.03), and had increased procedural confidence (p = 0.009) compared to female respondents, while the female respondents referred more (p = 0.03). Solo practitioners tended to look for evidence in clinical decision making (p = 0.006) and applied critical appraisal techniques when reading medical information provided by pharmaceutical representatives (p = 0.04). Group practitioners tended to participate in more research projects (other than drug trials) than solo practitioners (p = 0.03). There was a difference between full and part time general practitioners, even after controlling for gender, with the former more certain that general practice is where they wanted to be (p = 0.005), they also felt more competent in interpreting data, e.g. ECGs (p = 0.013). More male students indicated they preferred a reflective learning style than females (p = 0.04). CONCLUSION: The clinical electives of the Graduate Diploma in Family Medicine had the most significant impact on the clinical practices of full time GPs who were predominantly male graduates. Gender differences were apparent in styles of practice as males tended to conduct more procedural work, while female graduates preferred the gatekeeper role and referred more. The course also impacted on the students' approach to evidence in their clinical decision making. They were more critical of medical information provided by pharmaceutical representatives who are one of the major sources of CME for many GPs. Future evaluations should be based on experimental and quasi-experimental designs in order to measure changes in student perceptions and clinical practice, as well as more objective measures of learning styles.

Adult↗
PubMed2002

The use of distance education for a bachelor's degree to master's degree transition program in physical therapy.

Distance education has been used in health professional education programs to provide continuing and advanced education. Distance education in physical therapy has been limited. This article describes the use of distance education methods to deliver a transitional bachelor's degree to master's degree program for a cohort of two classes of physical therapy students. The 6-month program allowed a total of 26 students to receive a master's degree while working full-time and residing off campus. Student feedback indicated that the program met goals of advancing their education, increasing their marketability, and being affordable. The use of a variety of media to deliver the program and student comments about the methods are described.

Adult↗
PubMed2004

Developing an interaction-centered evaluation tool for distance education.

Web-based distance instruction is growing in popularity. As more courses and programs go online, instructional methods and technologies are changing to meet new demands. These courses and instructional methods need be evaluated to determine their quality and to aid in their development. An instrument that measures the quality of student interaction within courses could play a useful role in this evaluation. The objective of this project was to produce an interaction-centered evaluation tool for distance education. We developed items for the evaluation tool based on a review of the literature and interviews with distance education faculty. We then conducted a measurement study to determine the instrument's validity and reliability. Fifty-five students in seven medical informatics courses participated in this study. Questionnaire items were included or rejected based on their fit with underlying theoretical constructs. In conclusion, the Web-based evaluation tool developed in this project measures student perception of quality of course interactions with demonstrated validity and reliability.

Computer-Assisted Instruction↗
PubMed2002

Use of distance education in dental hygiene programs.

The prevalence of distance education is steadily increasing in institutions of higher education in the United States and abroad. Colleges and universities are seeking new avenues to deliver curricula to students in remote areas and/or to nontraditional students. Distance education is a relatively new venture for dental hygiene education. The purpose of this study was to determine the prevalence and use of distance education in dental hygiene educational programs nationally. Dental hygiene directors of all associate degree and baccalaureate degree dental hygiene programs in the United States (N = 255) were mailed a fifteen-item survey regarding their use of distance education. Results of the study indicated that 22 percent of dental hygiene programs have implemented distance education. In addition, a large variety of courses are being offered by several distance education delivery methods. Thirty of the thirty-eight dental hygiene programs that responded to the survey reported that they were satisfied with their distance education initiatives. The length of time that distance education was offered by the dental hygiene program was not related to satisfaction level (p = .0795), and there was no relationship between the type of distance education used and satisfaction level (p > .05). Considering all factors involved in this study, we can conclude that distance education is being used in a substantial number of dental hygiene programs and that the majority of these programs are satisfied that distance education is an adequate alternative to traditional "brick and mortar" approaches.

Attitude↗
PubMed2006

A comparison of the acceptability and effectiveness of two methods of distance education: CD-ROM and audio teleconferencing.

OBJECTIVES: To fulfill a need for convenient and effective continuing education for pharmacists throughout Wisconsin by developing a pharmacy continuing education program using 2 different methods for distance education: audio teleconferencing and CD-ROM. METHODS: Eighty pharmacists were recruited from a 2003 University of Wisconsin distance education program, 47 of whom participated in the course using the traditional audio teleconference method, and 33 of whom participated using a home study CD-ROM containing the same material presented in the teleconference. Volunteers were required to complete a pretest, a first posttest immediately following completion of the continuing education course, a second posttest 1 month following the conclusion of the course, and an evaluation. RESULTS: The CD-ROMs were a more acceptable method for distance education than audio teleconferencing and resulted in better retention of the course information. CONCLUSION: These study results can help coordinators of continuing pharmaceutical education programs to determine the most effective and acceptable method for future distance-education opportunities.

CD-ROM↗
PubMedDate not supplied

The role of the course coordinator in a distance education course.

Nursing schools are increasingly offering distance education courses to meet the changing needs of students. Few resources are available to provide direction to faculty coordinating a team-taught distance education course. The author describes the experience of a course coordinator in the development, delivery, and evaluation of a new course for RNs. Strategies used in course development, faculty, student and administrative communication, and resource coordination are presented.

Computer-Assisted Instruction↗
PubMed2004

Making distance education accessible for students who are deaf and hard-of-hearing.

Distance education is based on providing learning "anytime, anywhere." The design of many distance education courses, however, may actually erect barriers to the full participation of some students with disabilities, particularly those with hearing impairments. Without careful consideration, distance education could become learning anytime, anywhere, but not for anybody. It is not only unethical, but also illegal to ignore the special needs of these learners. The specific impact of such legislation on distance education for those students with hearing impairments will be addressed. Students with disabilities are often faced with a double digital divide that must be bridged. Universal design uses an excellent proactive approach to closing this digital divide caused by inaccessible courses. Each medium of transmission in distance education poses unique access barriers. Even within the same medium, what is best for one student or class may not be the most ideal accommodation in another situation. Individualized accommodation methods will be examined, and specific technologies and software will be discussed.

Communication Devices for People with Disabilities↗