Using the Tools of Technology to Increase Access to Doctoral Education: Best Practices in Distance Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/602940
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Using the Tools of Technology to Increase Access to Doctoral Education: Best Practices in Distance Education
Other Titles:
Using Virtual Learning Techniques to Enhance Nursing Education [Session]
Author(s):
Willey, Jeffrey A.; Seldomridge, Lisa A.; Seldomridge, Lisa A.
Lead Author STTI Affiliation:
Lambda Eta
Author Details:
Jeffrey A. Willey, RN, jawilley@salisbury.edu; Lisa A. Seldomridge, RN
Abstract:
Session presented on Sunday, November 8, 2015: Using the Tools of Technology to Increase Access to Doctoral Education - Best Practices in Distance Education In response to statewide, regional, and national calls to increase the number of doctoral-prepared nurses by 2020, Salisbury University, a small public university in the mid-Atlantic region, launched its first doctoral program, a post-MS to DNP in Fall 2012 and a post-BS to DNP in Fall 2014. As one of three DNP programs in Maryland and the only DNP in its region, offering the curriculum in a distance-accessible format was essential to its success. While distance education is an increasingly popular option for delivering advanced education to working professionals, the use of technology requires careful consideration and planning.  Although the types of technologies available to faculty are numerous, faculty must make appropriate choices about which strategies to employ with consideration of cost, ease of use, interactivity and student engagement.  It is important to recognize that overuse of technology can be detrimental to student learning as more time is spent learning to use the technologies rather than focusing on learning course material. Among the factors to consider in selecting technologies for distance education are the objectives of the course, faculty and student comfort with technology, the degree of technology support available, budgetary constraints, and adherence to quality standards in distance education, all while attending to the need for human connection. Applying the Quality Matters TM standards for online and blended education (2014), the technologies selected for use in each course demonstrated alignment between the learning objectives, learning materials, course activities, student-teacher and student-student interactions, assessment and evaluation measures, and achievement of learning outcomes. Consequently technology became another tool to facilitate learning that appealed to students with a variety of learning styles, but was not a replacement for the teacher. This presentation describes a multi-disciplinary team approach used to develop and deliver a DNP curriculum in conformity with AACN Essentials for Doctoral Education for Advanced Nursing Practice (2006), and NONPF Standards (2012). Since the start of the doctoral program in 2012, a variety of asynchronous and synchronous strategies have been used including faculty and student video-recording, discussion boards, assignments based on stories using avatars,  web-conferencing, presentations with screen sharing, and voice-over technologies.  Examples of several different approaches as well as the successes and challenges of using a variety of instructional software and technologies will be shared.
Keywords:
Technology; Distance-accessible; Education
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15B08
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleUsing the Tools of Technology to Increase Access to Doctoral Education: Best Practices in Distance Educationen
dc.title.alternativeUsing Virtual Learning Techniques to Enhance Nursing Education [Session]en
dc.contributor.authorWilley, Jeffrey A.en
dc.contributor.authorSeldomridge, Lisa A.en
dc.contributor.authorSeldomridge, Lisa A.en
dc.contributor.departmentLambda Etaen
dc.author.detailsJeffrey A. Willey, RN, jawilley@salisbury.edu; Lisa A. Seldomridge, RNen
dc.identifier.urihttp://hdl.handle.net/10755/602940en
dc.description.abstractSession presented on Sunday, November 8, 2015: Using the Tools of Technology to Increase Access to Doctoral Education - Best Practices in Distance Education In response to statewide, regional, and national calls to increase the number of doctoral-prepared nurses by 2020, Salisbury University, a small public university in the mid-Atlantic region, launched its first doctoral program, a post-MS to DNP in Fall 2012 and a post-BS to DNP in Fall 2014. As one of three DNP programs in Maryland and the only DNP in its region, offering the curriculum in a distance-accessible format was essential to its success. While distance education is an increasingly popular option for delivering advanced education to working professionals, the use of technology requires careful consideration and planning.  Although the types of technologies available to faculty are numerous, faculty must make appropriate choices about which strategies to employ with consideration of cost, ease of use, interactivity and student engagement.  It is important to recognize that overuse of technology can be detrimental to student learning as more time is spent learning to use the technologies rather than focusing on learning course material. Among the factors to consider in selecting technologies for distance education are the objectives of the course, faculty and student comfort with technology, the degree of technology support available, budgetary constraints, and adherence to quality standards in distance education, all while attending to the need for human connection. Applying the Quality Matters TM standards for online and blended education (2014), the technologies selected for use in each course demonstrated alignment between the learning objectives, learning materials, course activities, student-teacher and student-student interactions, assessment and evaluation measures, and achievement of learning outcomes. Consequently technology became another tool to facilitate learning that appealed to students with a variety of learning styles, but was not a replacement for the teacher. This presentation describes a multi-disciplinary team approach used to develop and deliver a DNP curriculum in conformity with AACN Essentials for Doctoral Education for Advanced Nursing Practice (2006), and NONPF Standards (2012). Since the start of the doctoral program in 2012, a variety of asynchronous and synchronous strategies have been used including faculty and student video-recording, discussion boards, assignments based on stories using avatars,  web-conferencing, presentations with screen sharing, and voice-over technologies.  Examples of several different approaches as well as the successes and challenges of using a variety of instructional software and technologies will be shared.en
dc.subjectTechnologyen
dc.subjectDistance-accessibleen
dc.subjectEducationen
dc.date.available2016-03-21T16:39:55Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:39:55Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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