N 584 Discussion Distance Education Strategies
N 584 Discussion Distance Education Strategies
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Please respond to ONE of the following prompts:
To what extent do you believe that technology-support distance education programs changed nursing education for the 21st century?
OR
Discuss the pros and cons for the delivery of clinical courses through distance education strategies.
Cognitive psychologists have identified six key strategies that promote learning in many situations, and this research can be implemented to promote long-term durable learning. These six strategies have been heavily investigated for decades, and there is a lot of evidence to suggest their effectiveness in a variety of situations. These situations can include distance learning!
Before digging into the specifics of each strategy, it is important to note that they are very flexible. This is a good thing, in that it means they can be used in a lot of different situations. However, this also means that there really isn’t a specific prescription we can provide that will “always work.” Instead, understanding the strategies and how they work can help instructors and students. Instructors can implement them in their distance learning environments (whether that be synchronous/virtual/remote or asynchronous/distance) in ways that will foster student learning that works best for their course, and students can infuse their study sessions with these strategies in a way that will promote long-term learning. There are also countless ways that the strategies can be combined to be used together. For example, explaining concepts to one another in an online discussion board often uses all 6!
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N 584 Discussion Distance Education Strategies
The strategies
Spacing or spreading out learning opportunities over time improves learning. For example, students will learn and retain more if they study 30 minutes M-F, rather than for 2.5 hours all on one day. Students should create a schedule with brief study sessions each day and stick to it. Blocking off time works best because it is easy to procrastinate when an exam or assignment is not immediately due.
Creating a schedule and sticking to it is especially important in distance courses, where students are often required to move through more of the work at their own pace. In these cases, the students need to schedule time to complete their assignments (e.g., watching videos, readings, taking quizzes) AND study and review the content later. The flexibility of allowing students to create their own schedule and work through material at their own pace can be very convenient for students with busy schedules (e.g., those who are working a lot, have children at home, etc.). However, it then becomes easy for those students to put off assignments until right before they are due, when there might not be time to get it all done. This can also lead to cramming (the opposite of spacing). Instructors can help with this by guiding the students to create a schedule and spreading out the assignments and the review sessions. It is also beneficial for instructors to spread out the topics being covered across multiple weeks so that there is a space between the repetition of the same ideas. In lecture videos or virtual video chat lectures, instructors can repeat the most important concepts; the spaced repetition really helps!
Interleaving basically means jumbling up ideas. Students learn more when they can switch between different topics. Doing this helps students learn the similarities and differences between different ideas. In math, for example, students learn more when they solve many different types of problems during practice rather than solving the same type over and over. This typically leads to more mistakes during practice, but in the long-run, the students retain their knowledge much longer. When giving students homework assignments to do, require them to work on material that is both new and old (creating both spacing and interleaving). When engaging in video lecture discussions or online discussion boards, pose prompting questions that require the students to integrate knowledge across topics.
Retrieval practice involves bringing information to mind from memory. This happens when students take practice tests or quizzes, but it can be done in other ways too. For example, students can just write out what they can remember on a blank sheet of paper, or even draw ideas. The key is that they should bring the information to mind from memory. So, copying one’s notes would not be very helpful, but trying to summarize their notes from their memory would be very beneficial. The students do not need to remember everything and can check their notes or course materials after retrieval to fill in gaps.
N 584 Discussion Distance Education Strategies Essay
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