HOLY CROSS COLLEGE OF NURSING, KOTTIYAM

NURSING EDUCATION

SEMINAR

ON

DISTANCE EDUCATION IN NURSING

SUBMITTED TO,

MS. ANGEL CHINTU SUBMITTED BY,

LECTURER MR. GIREESH S PILLAI

HOLY CROSS COLLEGE OF NURSING, IST YEAR MSc NURSING

KOTTIYAM HOLY CROSS COLLEGE OF-

NURSING, KOTTIYAM

SUBMITTED ON: 02.11.2019

 INDEX

SL.NO CONTENT PAGE NO

1 INTRODUCTION 5
2 DEFINITIONS OF DISTANCE EDUCATION 6-9
3 HISTORY & DEVELOPMENT OF DISTANCE EDUCATION 9-11
4 ORGANIZATION STRUCTURE OF DISTANCE EDUCATION 12
5 OBJECTIVES 12
6 PRINCIPLES’S OF DISTANCE EDUCATION 13-14
7 COMPONENTS OF DISTANCE EDUCATION 14-16
8 NATURE AND CHARACTERISTICS 16
9 NEEDS AND IMPORTANCE 17
10 IMPLICATION AND INTERVENTIONS 18
11 APPROACHES OF DISTANCE EDUCATION 19-20
12 CONCEPTS OF DISTANCE EDUCATION 21
13 SCOPE OF DISTANCE EDUCATION 22
14 FACTS ABOUT DISTANCE EDUCATION 23-24
15 BENEFITS OF DISTANCE EDUCATION 24
16 ADVANTAGES AND DISADVANTAGES 24-25
17 VARIOUS NAMES AND TYPES 25-28
18 CURRENT STATUS OF DISTANCE EDUCATION 28-30
19 DISTANCE EDUCATION IN FUTURE 30-31
20 FACTORS TO BE CONSIDERED IN DEVELOPMENT OF 31-32
DISTANCE EDUCATION PROGRAMME.
21 ROLE OF DISTANCE EDUCATION IN DEVELOPMENT OF 32-33
NURSING
22 JOURNAL ABSTRACT 33-34
23 CONCLUSION 34
24 BIBLIOGRAPHY 34-35
 “Great institute with terrific staff! One of the best institutes for distance learning courses”.

INTRODUCTION

Distance education was an educational mode supplementary, complementary and

alternative to conventional traditional system of education, depending on the situation it was
practiced. Today it has evolved into an independent system of education, thanks to the growth of
communication technologies and the cognitive sciences which are flexible enough to use the
technologies for pedagogic purposes. It is an educational innovation to meet the ever increasing
and diversified educational needs and demands of the society which are sequel to changing social,
economic, and other conditions on one hand and technological developments on the other.
Communication technology has widened the scope of educational technology and enhanced the
efficiency of educational communication coupled with accuracy and speed of feedback. As a
result of this, it has become possible to offer a variety of educational programmes to different
sections or groups of people through various media of communication. Alternatively, we can even
offer the same in one medium only or in each of the available media, or through a media mix to a
particular target group or to different groups.

Distance education is innovative in the sense that it sets up its own norms, approaches and
methodology which are different from the face-to-face system of education. It can be
nonconformist and non-traditional in nature. It makes adequate provision to impart instruction to
 learners at a distance by incorporating a variety of means for didactic interaction between its
students and the teachers and/or the institution. In this unit we will be discussing the concept of
distance education and the related terms in use, including lifelong education and the scope of
distance education. In correspondence instruction the criteria to be followed are: Division of
Labour, Mechanization, Automation, Application of Organizational principles, Scientific control,
Objectivity of Teaching behavior, Mass production, Concentration, Centralization. Thus distance
education based on industrialized and technological communication. Learning materials are
usually developed in close parallel with the lecture’s lecture-room course and assignments
examinations are provided for external students.

DEFINITIONS

Distance education is a broader term both in terms of its denotation and connotation.
Depending upon the knowledge, perceptions and points of view different people have defined
distance education in different ways. It is, therefore, very difficult to arrive at a comprehensive
definition that embraces all its connotations and denotations. Though it is difficult to come out
'with a succinct and universally acceptable definition of distance education, a few definitions
offered by different people on different aspects of distance education would give us a
comprehensive picture of the concept of distance education.

Staff 'Training and Research institute of Distance Education, [GNOU (1995) presented the
definitions of distance education given by Wedemeyer, Moore, Dohmen, Peters and Holmberg
along with a brief and precise comment on each of these definitions. Let us look at these'
definitions and the comments as they present broader aspects forming part(s) of definition of
distance education

“Distance education is education which either does not imply the physical presence of the teacher
appointed to dispense it in the place where it is received or in which the teacher is present only on
or for selected tasks”.
 Loi 71.556 du 12 juillet 1971

“Distance education is defined as any learning experience that takes place distance away from
the parent institutions’ home campus or central Head Quarters”.

Keating SB, 2006

“Distance education is defined as students receiving instruction in a location other than that of
faculty.”

Clark CE, 1998

“Distance education is any educational process in which all or most of the teaching is conducted by
someone removed in space and/or time from the learner, with the effect that all or most of the
communication between teachers and learners is through an artificial medium, either electronic or
print.”

UNESCO

MEANING OF DISTANCE EDUCATION:

It is a form of education in which the students of universities and institutes of higher learning
do not attend regular classes or lecture, but instead study teaching material specially prepared for
this purpose by professor and their staff together with experts in distance education and interact
individually with member of teaching staff by means of technical media for the guidance and
control of their learning. The students are not pinned on to fixed time, place and person, but are
free to decide themselves when, where, what and how they wish to study

 Wedemeyer (1977) has used the terms 'open learning', 'distance education' and
'independent study' in his works, but favors the last term consistently. He defines
independent study as follows:

"Independent study consists' of various forms of teaching-learning arrangements in which

teachers and learners carry out their essential tasks and responsibilities apart from one another,
communicating in a variety of ways. Its purposes are to free on-campus or internal learners from
inappropriate class placing or patterns, to provide off-campus or external learners with the
opportunity to continue learning in their own environments, and developing in all learners the
capacity to carry on self-directed learning, the ultimate maturity required of the educated person.
 Notice that there is a suggestion for two kinds of 'independent study'. One for the on-campus
learner who may not want to and/or need to attend lectures regularly; the other for the off-campus
learner who in any way is on his / her own, But, both these kinds are subordinate to the over
whelming idea of the ultimate social purpose of education - liberal educational for social welfare.
It’s, therefore, not difficult to appreciate why in the United States of America. the expression
'independent study' is extensively being used to mean both 'correspondence' and 'distance'
education. Besides, the expression does connote 'open learning' too, as one needs open access to
education in order to become a truly 'educated' person.

 Moore (1972 and 1973) is more explicit in his views on the characteristic features of
distance education. According to him distance teaching may be defined as "the family of
instructional methods in which the teaching behaviours are performed apart from learning
behaviours. including those that, in a contiguous situation. would be performed in the
learner's presence, so that communication between the teacher and the learner must be
facilitated by print, electronic, mechanical or other devices."

At least three features of distance education are clearly discernible in his definition.:

i. The teaching behaviour remains separated from the learning behaviour (e.g.
correspondence courses);
ii. Fact-to-face teaching and learning forms a part of the system (e.g. contact
programmes); and
iii. Electronic and other media may be used to effect learning and teaching (e.g.
use of audio and video cassettes).

The first two of these features are similar to the ones which Wedemeyer has pointed to. And if we
interpret Wedemeyer's expression, 'communicating in a variety of ways', broadly even the I third
feature listed above finds a place in his (Wedemeyer's) definition. Whereas Wedemeyer focuses on
the sociological aspect, Moore highlights the communicational (pedagogic) aspect.

 Dohmen (1977) defines distance education as "a systematically organized form of self-
study in which student counselling, the presentation of learning material and securing and
supervising of students' success is carried out by a team of teachers, each of whom has
responsibilities. It is made possible at a distance by means of media which can cover long
distances".
This definition places emphasis upon the importance of self-study. This feature of distance
education is emphasized in Wedemeyer's definition too. Like Wedemeyer and Moore, Dohmen also
emphasizes correctly the use of the media which enables distance education to reach out to the
consumer of education.

We notice that all the three thinkers quoted above focus, either explicitly or implicitly, on these
two aspects of distance education:

i) Self-study
ii) The use of media for educational communication.
The point being made is that as against the oral communication used in the conventional
classroom type of teaching, which is not a process of self-study, distance education uses
print. electronic media and oral face-to-face situations for purposes of self-study which is
the basis of distance education.

 Holmberg (1981) defines distance education as the kind of education which covers "the
various forms of study at all levels which are not under continuous, unmediated
supervision of tutors present with their students in lecture rooms on the same premises,
but which. nevertheless. benefit from planning, guidance and tuition of a tutorial
organization".

 Keegan (1986) offers a comprehensive definition of distance education that encompasses

all the essential elements. He defines distance education as a form of education
characterized by - 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 organization both in the planning and
preparation of learning materials and in the provision of student support services: that
distinguishes it from private study and teach-yourself programmes; - the use of technical
media; print, audio, video or computer to unite teacher and learner and carry the content
of the course; - the provision of two-way communication so that the student may benefit
from or even initiate dialogue: this distinguishes it from other uses of technology in
education. the quasi-permanent absence of the learning group through out 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 socialization purposes.
  Peters (1973) defines distance education as "a method of imparting knowledge, skills and
attitudes. which is rationalized by the application of division of labour and organizational
principles as well as by the extensive use of technical media, specially for the purpose of
reproducing high quality teaching material which makes it possible to instruct great
numbers of students at the same time wherever they live. It is an industrialized form of
teaching and learning."

HISTORY & DEVELOPMENT OF DISTANCE EDUCATION

Historical changes:

360 B.C –Plato introduced “Written Word” which enable the students to experience and interpret
the words without facing teacher. Middle age – Industrial revolution lead to technologically sound
learning modalities which increased the opportunities for teaching outside class room.
Establishment of postal services had greater influence in delivery of education at distance.

1873-Home based studies delivered via radio.

1892-Pennsylvania university started distance education programme via postal services.

1950 -60 – Correspondence courses delivered via text book,multi media,radio and TV.

1961 - Central Advisory Board of Education decided to introduce the system of correspondence
courses and a Committee was appointed under the chairmanship of Dr. D. S. Kothari who was the
then Chairman of UGC which recommended in 1961 thestarting of correspondence courses.

1961 - The first School of Correspondence Courses was started by the University of Delhi in 1962.

1974-Regents External Degree Programme in Nursing. Currently 16000 students undergoing

different courses through distance learning-Associate degree,Master of Nursing.

1980- Many universities started offering correspondence courses and distance learning courses.

1982- First Open university established in Andra Pradesh.

1985 – IGNOU established.-First University established in India which offer only distance
education and open education on various streams.

1990 – IGNOU started offering PBBSC Nursing course through open and distancemode. This
programme recognized by INC.

1992- Distance Education Council established. IGNOU had administrative powers ofDEC.

1994 – Duquesne University – opened first online distance education program on Ph.D Nursing. In
USA, currently nearly 30 institutions offer Distance education courses in Nursing.

1995- In India, Enrollment of 200,000 students in open and distance learning, accounting for 3% of
total higher education enrollment.

2005-2014 – Establishment of State owned open universities. – Currently 13 universities offer

different educational programmes.

2013 – DEC administrative powers shifted to UGC.

2014-Distance Education Bill passed.

Development:

The impact of technology on the organization of distance education.

Distance education has gone through several stages of development. Taylor (1999)
has proposed five generations of distance education:

 Correspondence education;
 Integrated use of multiple, one-way media such as print, broadcasting or recorded media
such as video-cassettes
 Two-way, synchronous tele-learning using audio or video-conferencing;
 Flexible learning based on asynchronous online learning combined with online interactive
multimedia
 Intelligent flexible learning, which adds a high degree of automation and student control to
asynchronous online learning and interactive multimedia.
The progression through these stages of development has been driven mainly by changes in
technology and educational theory:

The first generation is characterized by the predominant use of a single technology, and lack of
direct student interaction with the teacher originating the instruction. Correspondence education is
a typical form of first generation distance education, although educational broadcasting is another
version. Correspondence education makes heavy use of standard text books, and the use of a
contracted correspondence tutor, who is not the originator of the learning material, and often works
for a commercial company. Students however take examinations from accredited institutions.

Second generation distance education is characterized by a deliberately integrated multiple-media

approach, with learning materials specifically designed for study at a distance, but with two-way
communication still mediated by a third person (a tutor, rather than the originator of the teaching
material). Autonomous distance teaching universities, such as the British Open University, are
examples of second generation distance education. Second generation distance education is based
on specially designed correspondence texts, combined with standard text books and collections of
readings from academic journals, and supported by television and/or radio programming. Open
universities and distance education units in dual-mode institutions (institutions that are campus-
based but also offer some of their programs at a distance) have been associated more with systems-

based and behaviourist or cognitive-science approaches to learning. These may be considered more
teacher-focused and ‘industrialized’, in that all students get the same material, resulting in
considerable economies of scale.

Third generation (two-way, synchronous tele-learning using audio or video-conferencing) is based

on replicating as far as possible the classroom model through the use of synchronous interactive
technologies, such as video-conferencing, and relies heavily on lecturing and questions. This model
of distance education is often used by multi-campus institutions, because it saves travel time
between campuses for instructors. However, it provides relatively small economies of scale, little
flexibility for learners, because they still have to attend a campus at a set time, and the average cost
per student tends to be high. Nevertheless, synchronous teleconferencing is popular because
instructors do not have to change or adapt their classroom teaching methods to any extent.

Fourth generation is flexible learning based on asynchronous communication through the Internet
and the World Wide Web (online learning). This model enables increased student-teacher and
student-student interaction at a distance, collaborative group work, flexibility for learners to study
anywhere at any time, and economies of scope, in that courses for relatively small numbers can be
developed without high start-up costs. However, to exploit the educational advantages and to
control costs, the design and delivery of asynchronous teaching must be different from both
traditional approaches to classroom teaching and the large-scale design of open university
programs. Kaufman (1989) characterizes this as a progressive increase in learner control,
opportunities for dialogue, and emphasis on thinking skills rather than mere comprehension.

Fifth generation was based on a heavy automation of learning, and applies mainly to his own
institution (University of Southern Queensland). A more plausible fifth generation is distance
education based on the use of Web 2.0 tools that allow learners to control access to learning, through
social software, virtual worlds and multimedia tools such as YouTube.

ORGANIZATION STRUCTURE OF DISTANCE EDUCATION

OBJECTIVES

1. To provide an effective alternative path to wider opportunities in education and especially in higher
education:
There are different categories of potential learners. There are some who never been able to
enter into any institution of higher learning. There are some who just need additional knowledge in a
particular discipline. There are still others who are in need of refresher courses to cope with the latest
development in their perfection. For all of those there is need for distance learning or correspondence
education

2. To provide an efficient and less expensive education:

Provision of universal schooling is beyond the means of our country. Increasing

population and limited resources is the predicament of our educational planners. It is difficult to divert
huge sums of money in a developing economy to match the required level of expansion for traditional
schooling. Distance education is the only practical alternative.

3. To provide education facilities to all qualified and willing persons:

The objective of correspondence courses is to provide education facilities to all qualified and willing
persons who are unable to join regular university and other courses due to various reasons. For them,
there is an incessant search for an alternative system and that system is distance education.

4. To provide opportunities of academic pursuits to educated citizens willing to improve their

standard of knowledge:
There are many learners, both young and adults, who cannot afford to join the face-to-face
system of education due to personal and professional responsibilities. For such type of persons, some
provisions have to be made through distance education. Hence, the objective is to provide
opportunities to improve the standard of knowledge and learning through continuing education while
in employment.

5. To provide education facilities to those individuals who look upon education as a life-long activity:
 Distance education facilities are needed for those individuals who look upon education as
a life-long activity or to acquire knowledge in a new area. Because lifelong education is emphasized
for all stages of life. In this context, the report of the National Policy on Education, 1986 is worth-
mentioning here.

The NPE-1986 says, “Life-long education is a cherished goal of the educational process. This
presupposes universal literacy. Opportunities will be provided to the youth, housewives, agricultural
and industrial workers and professionals to continue the education of their choice, at the pace suited
to them. The future thrust will be in the direction of open and distance learning.”

PRINCIPLES OF DISTANCE EDUCATION

 Principles of Effective Online Teaching: Show Up and Teach — The necessity of this
statement is borne of the misimpression that the online class “teaches itself.” Since most of
the course is already authored and designed for online delivery, instructors may believe they
simply need to serve as the proverbial “guide on the side” as the students navigate the learning
system. Not true!

 Principles of Effective Online Teaching: Practice Proactive Course Management

Strategies — The online instructor can help create a successful learning experience by
practicing proactive course management strategies such as monitoring assignment
submissions, and communicating and reminding students of missed and/or upcoming
deadlines.

 Principles of Effective Online Teaching: Establish Patterns of Course Activities — Although

the online classroom environment provides tremendous flexibility of time and place of study,
establishing and communicating a course pace and pattern of work can aid both instructor and
student, and alleviate confusion around how the course operates.
 Principles of Effective Online Teaching: 4 Plan for the Unplanned — For those small or not-
so-small occasions when “life happens,” having a strategy for informing students of these
changes can go a long way to maintaining course continuity.
 Principles of Effective Online Teaching: Response Requested and Expected — Timely
instructor feedback is essential for the online learner to manage their learning experience.
Instructors are expected to respond to student inquiries within one business day.
 Principles of Effective Online Teaching: Think Before You Write — Most experienced online
instructors can relay a variety of stories about a dialogue with a student that went awry due to
 a misinterpretation or misunderstanding of the intended message. Take special care to be as
clear and concise as possible.
 Principles of Effective Online Teaching: Help Maintain Forward Progress— Students in the
online classroom rely on the timely return of assignment and exam grades in order to maintain
positive forward progress in their studies.
 Principles of Effective Online Teaching: Safe and Secure — Using the institutionally
supported learning management system provides increased degrees of security and
confidentiality and keeps “institutional business” within the appropriate confines.
 Principles of Effective Online Teaching: Quality Counts — Instructors need to establish
strategies for addressing the quality of the online learning experience, including content
resources, instructional design strategies, and systems performance.
 Principles of Effective Online Teaching: (Double) Click a Mile on My Connection — As with
many aspects of the online classroom, the technological infrastructure plays a critical role in
determining student and instructor satisfaction.

COMPONENTS OF DISTANCE EDUCATION

1.Sources of Knowledge

2. Design of Courses

3. Course Delivery

4. Interaction via Technologies

5. Learners in Different Environments

6. Outcomes Monitoring and Evaluation

7. Management and Administration

 Sources of Knowledge
 A source of knowledge that is to be taught and learned
 Responsibility for deciding what should be taught in an educational program goes to the
organization providing the program.
 Design of Courses
 A subsystem to structure source of knowledge into materials and activities for students that
we will call courses.
 Content, or subject matter, does not make a course.
 Requires not only the content expert but also instructional designers who can organize the
content according to what is known about the theory and practice of information management
and the theory of learning.
 Course Delivery
 Another subsystem that delivers the courses to learners
 No single technology is optimal for delivery of every kind of message to all learners in all
locations.
 Interaction via Technologies
 Classification of Technology
o Recorded technologies: CD-ROM
o Interactive technologies: Audio-conference
 Always desirable to have at least one recorded technology
 The interactions between instructors and students will be based on issues and questions
determined by the course designers.
 Learners in Different Environments
 Students must consciously train themselves in disciplined study habits.
 They must find their own times and places where they can study comfortably by scheduling.
 Most designers believe that courses should be organized into short, self- contained segments,
with frequent summaries and overviews.
 Outcomes Monitoring and Evaluation
 A subsystem that monitors and evaluates outcomes so that interventions are possible where
failures occur

 Feedback and evaluation mechanisms are vital because if any part of the system breaks down,
the whole system is in jeopardy; potential problems have to be identified before the
breakdown occurs.
 Management and Administration
 An organization with a policy and a management structure to link these different pieces.
 Managers are responsible for all the subsystems that lead to the design, delivery, and
implementation of the program.
 Courses have to be designed a considerable time in advance of the actual teaching of the
course
 Administrators must ensure that money, personnel, and time are managed so that courses are
produced on time and numerous work tasks fit together.
CHARACTERISTICS OF DISTANCE EDUCAETION:

 The separation of the teacher and the learner.

 Loss of possibility of two way communication.
 There is little oral instruction.
 No fixed classroom.
 Learning is on individual basis.
 Involves use of multimedia approach, postal coaching and education through radio and
television.
 Learning is on part time basis

NATURE OF DISTANCE EDUCATION

o In distance education, an institution teaches. The teacher prepares the learning material
from which he himself may never teach. Another teacher may use the material and
evaluate students work.
o The goal of linking learning materials to learning is at his center of the organizational
structure.
o It gives new meaning to the concept of the independence of the adult learner.
o Management skills are essential

NEED & IMPORTANCE OF DISTANCE EDUCATION IN INDIA

Distance Education gets overwhelming response in India. However, even in this system, the
actual aim of providing quality education is getting replaced by the aim of making more money from
students by the institutes. The universities running distance education need to ensure the quality of
higher distance education as we don’t want to look back and take a fresh start again. Following are
top needs & importance of quality distance education in India:

 Rapid growth of education: With the advancement of education & technology, it is almost
impossible to incorporate new changes through formal education.
 Population: The unimagined growth rate of population has declined the chances for formal
education to educate each and every student.
  Geographical limitations: Students who live in places which are geographically isolated find
it tough to take education through regular manner.
 Qualification improvement: Distance learning offers possibilities to candidates who want to
enhance their qualification while being in their present jobs.
 Desire to work & study: If you’re capable of earning while learning then it is the most
favourable advantage you have with distance education.
 Education for all ages: Distance education is for people of any ages.
 Financial Circumstances: Distance learning is also highly accepted in India because of
financial & family responsibilities of many young candidates.
 Faster Promotion: Studying for higher education while working may result in high and
improved knowledge and skills which ultimately enhances your chances of promotions.
 Flexibility factor: Flexible education is what everyone wants and distance learning offers you
the same.

Needs of Distance Education in Nursing:

 Distant education can provide opportunities to learn without being in a classroom
 Those nurses who are working in remote areas and have no facilities for higher education
 Those who are already working in and cannot be relived from their duties by their
institutions, because of shortage of nurses or other reason
 Those who feel at they cannot cope with regular course with in a specific time, the can
continue their study at their own place.

IMPLICATIONS FOR IMPLEMENTATION OF DISTANCE EDUCATION

Though the concept has achieved wide acceptance in theory, in practice it still falls far short of theory.
This is so because the implementation of lifelong education has sweeping implications for learners
and learning processes, teachers and the instructional methods, educational institutions and evaluation
of lifelong learning. Knapper and Cropley (1985) discuss these implications in detail. A summary of
details of these implications are presented below.

 Learners and learning processes Distance Education: Concept and Scope All
learners acquire education through formal, informal and non-formal processes of
learning, when they are engaged in different activities in their life, though the
proportions of time spent on particular kind of activities may differ from learner
 to learner. Provision of such comprehensive activities or experiences requires
curricular restructuring with proper vertical and horizontal integration of the
curricular experiences covering all forms of education in the day to day life and

across the life of all kinds of learners - full-time and part-time, conventional and
nonconventional, old and young, and so forth.

 Teachers and instructional methods: For promoting lifelong learning among the
heterogeneous group of learners the instructional strategies employed should be
substantially different and diversified to suit to their age, background, experiences,
knowledge, etc. Cheap, individualized and mass instructional strategies and
methods that impose less physical constrains of time and locations of learning that
link education and work needs to be used for instruction. In tune with these,
redefining the changing roles and responsibilities of teachers and promoting the
acceptance of these are very crucial in this context of reforms.

 Educational institution: 'The change in the nature and character of teaching and
learning processes and methods, the change in the roles and functions of teachers
and learners have their own implications for educational institutions. This would
involve a transformation of existing institutions and/or starting of new kind of
institutions. Practical problems and difficulties in bringing about changes or in
transforming admission policies and procedures, provision of teaching-learning
facilities. achieving coordination among different units in the institutions and
among different institutions, and in planning, financing and administering
different tasks are to be taken into account.

 Evaluation: Since the lifelong education involves a transformation of educational

institutions, more particularly institutions of higher learning, it calls for innovative
approaches to evaluation of the learners, teaching-learning processes,
programmes, procedures and the system/institutions as a whole. This would help
in reviewing, redirecting and furthering reforms in the system of lifelong
education.

APPROACHES OF DISTANCE EDUCATION

SYNCHRONOUS APPROACH:
 The participants in the same space at the same time in order to attend to the
material of teaching. All the students should assemble before the TV or Broadcast to receive
instructional material. It is more closure to traditional class room.
E.g: IGNOU lecturers are delivered through TV channels like Gnan Dharsan and INC is
conducting contact classes for Ph.D nursing via videoconferencing at six centres in
India

Advantages:
1. Lectures and lesson are delivered at same time to distant places, which ensures
uniformity in delivery systems.
2. Enhances Group building
3. Facilitating Brain-Stroming and decision making.
4. Co-operative learning.
5. Promotes skill in discussion among learner
6. Feeling of Social isolation is reduced.
7. Discussion is possible in terms of written words.

Disadvantages:
1. Scheduling same time to multiple participants would be difficult.
2. Requirement of greater Financial and personnel resources.
3. Adult learner will have heterogeneous in qualification and understanding would
make difficult to prepare contents.

4. Cannot be suitable for learners from different time zones.

ASYNCHRONOUS APPROACH:
The instruction is delivered at different points of time usually recorded videos,
print materials etc. Learners have freedom to receive the instruction at their own time,
space and pace.
E.g: Most of the universities follow this system by sending text materials, recorded
multimedia materials to distant learner by post or email.

Advantages:
1. It does not require the participants share the time or space to contribute to or
benefit from instructions.
2. Tailored to individual need and meeting individual differences.
3. Suitable to all learners living different time zones.
4. Individual can read and understand the content at his own pace.
5. Recorded lectures and printed text materials will be viewed number of times which enhances
retention of learning.
6. Learner can clarify their doubts through emails/post.
7. It is good for learner who has learning disabilities.
8. Online discussion boards will enhance interaction among learners.

Disadvantages:
1. Social isolation of learner.
2. Lacks active interaction.
3. Cost is higher.
4. Lack of immediate clarification and evaluation of contents.

CONCEPT OF DISTANCE LEARNING

Distance learning (education) is a modern system of non- formal education. It is imparted
through correspondence or postal courses, contact, electronics media like radio, television, video and
audio cassettes etc. and other audio - visual aids.
Different terms used for distance learning are :-
a) Distance Education
b) Distance Teaching
c) Open Education
d) Open Learning
e) Open School
f) Open University
g) University of the Air
h) University without Walls
i) Tele University
j) Out of School Education
k) Correspondence Learning
l) Correspondence Teaching
m) Correspondence School

SCOPE OF DISTANCE EDUCATION

Distance education is aimed at teaching, guiding and supporting the students in all
locations through well designed lecture scripts supported by teachers, personal contact programs,
response sheet assignment and electronic media. Distance education made its humble beginning as
correspondence education in the conventional/ traditional institutions and used only print as medium
of instruction. NOW distance education ~institutions evolved into independent, autonomous
organizations such as Open Universities offering open education through multimedia instruction.
Distance education which was conceived and offered as a supplementary and complementary to
conventional traditional education evolved into an alternative and almost parallel means of education
as well. With advancements in communication and educational technology, and development of
distance education system as a whole, there has been an enhancement in accessibility, equality and
quality of education for all.
Distance education at present has lot of potential and scope to provide for
educational needs and demands of all those individuals:

 who do not have access to conventional education;

 who are deprived of proper educational facilities
 who could not continue their education in conventional institutions;
 who are unemployed and want to continue their education from their homes itself; '
 who are employed and want to improve their educational qualifications;
 who want to undergo professional training and orientation;
 who want to pursue general, vocational or professional or technical education outside
conventional system;
 who are physically, economically, geographically and socially disadvantaged and the like; a
 who are engaged themselves in organized and unorganized sectors

THINGS TO REMEMBER DURING DISTANCE LEARNING

Distance learning has arisen as a boon for the education system in India, now due
to distance education most of the peoples even from the rural areas are also able to continue their
studies and complete that without any extra pressure. Distance education or learning is a mode of
education where teachers and students are away from the traditional classroom setup, it could be
online learning or weekend classes. This mode of education enables us to study, attend classes even
from our home and we can also interact with our teachers, professors via virtual world. In this kind

of education system the teachers and students get connected by latest technology consists of internet,
satellites, computers and other devices. It enables us to take classes from any place, even in some
cases the recordings of lectures are also available.
 There are some things that students tend to ignore generally, but these are the vital things of
any distance education, without these things it could be very difficult to pursue your education via
distance learning, some of them are listed below.

Accreditation: When you are choosing any course make sure that the program is accredited by the
authorized body and the university is also a recognized one.
Scope of the program: The program you are choosing has enough career scope for you. Always get
detailed information about the course that you want to pursue, always make a list of courses maximum
3 to 4 and get detailed information about them the course which has better career prospect than others
need to be chosen.
Faculty: Always get detailed information about the faculty, because the faculty is going to teach you,
what you need to know is their track record, their behavior, their way of teaching, their past results
etc. These things help you to analyse about the faculty.
Interaction: The interaction between you with your faculty and fellow students is an important aspect
of distance learning, try to figure out the number of opportunities that the university provides you to
interact with your faculty and fellow students, if it has been done online then it will be very good for
you and others because the interaction will take place without any traveling.
Tutorials: If the university provides video or audio or both kind of tutorials then it would be a plus
point for you, you can learn about the course via recorded lectures.
All these things are general but most of the times students ignore these aspects, so if you are going to
pursue any program through distance learning then keep these aspects in your mind.

FACTS ABOUT DISTANCE EDUCATION

Distance Education is a way of study through which students can continue their study during
job or without attending regular face-to-face classes. We can also say that Distance Education is very
popular with working guys and those who prefer to learn from the home and get their degree online.
Today demand of Distance Learning is increasing regularly and there are lots of reason behind this
such as increasing student’s fees of the colleges and universities in regular courses and decreased
public funding for higher education. Because of these problems education is going less accessible.

If you are planning to enrol in a Distance Learning program then you should consider some facts
about Distance Education. Here are the some facts about Distance Education:
  Distance Education available at every academic level; As we know that demand of Distance
Education is increasing regularly and now there are so many courses are available in
distance learning education, not only bachelor but also Associates and masters and doctorate
programs are now available through reputable distance learning universities.
 Distance Education are offered by both public and private universities; Due to increasing
popularity of distance education, now there are many private universities offer Distance
Education and not only the private universities but public schools or universities also
provide distance education.
 Cost effective; Today education is more inexpensive however Distance Education courses
are often less expensive than traditional college courses.

BENEFITS OF DISTANCE EDUCATION

 It is flexible.
 There is the potential for increased access to more experts in the field.
 Institutions can benefit financially.
 Distance education programs can act as a catalyst especially if the instructor is knowledgeable
and skilled.
 Distance education can also provide a broader method of communication
 Communication appears to increase in distance education amongst students and their
professors, as well as students and their classmates.
 Present-day online communication allows students to associate with accredited schools and
programs throughout the world that are out of reach for in-person learning.
 By having the opportunity to be involved in global institutions via distance education, a
diverse array of thought is presented to students through communication with their classmates.

ADVANTAGES & DISADVANTAGES OF DISTANCE EDUCATION

Disadvantages of Distance Education
Of course there are Cons of distance education and some of them are as follows:
 Social Isolation: In distance education learners often study alone. However, this impersonality
has been shrinking with technological advances

 Lack of Immediate Feedback: In distance education you can’t get real time feedback from the
students and teachers
Advantages of Distance Education
Some important advantages of distance learning are as follows:
 Study at your own way.
 Distance Education is Flexible
 Distance Education provides Speedy and efficient training.
 Learner can overcome social and cultural barriers.
 Combines education with work.

VARIOUS NAMES FOR DISTANCE EDUCATION

Distance education in India is called by various names. Some of them are:

 Correspondence Courses
 Correspondence Education
 Extension Courses
 Distance Learning
 Open Learning
 Virtual Education
 Online Education

Correspondence Courses & Education or Learning:

Correspondence/ Distance Learning (ODL) system is a system wherein teachers and

learners need not necessarily be present either at same place or same time and is flexible in regard to
modalities and timing of teaching and learning as also the admission criteria without compromising
necessary quality considerations.

Mostly people take distance mode for higher education while they are working. Their
main motive behind opting the distance education is to upgrade skills and put the same into practice
at work. But it doesn’t mean that student who is not currently working can’t take the distance course.
Distance education is inexpensive and provides opportunities to aspirants to enhance their
qualification and growth in career options. Due to growing demand of distance education, many
educational institutions has started distance learning courses. Working class as well as Million of
students opt this mode of education. In India, it is offered by many reputed institutions/Universities.

Distance learning courses starting from certificate level to postgraduate level can be done by the
students. Courses are offered in the field of technology, management, etc.
Extension Courses:
An extension program is a department within a college that offers classes to local residents interested
in learning new skills or information. Extension programs were designed to educate entire
communities. Unlike four-year universities and colleges, and community colleges, extension
programs aren’t completed for credit. Individuals who enroll in this kind of program take classes
purely to advance their knowledge in a subject. Because extension programs don’t grant degrees of
any kind, classes are informal and flexible.
Open Learning:
In an effort to expand learning opportunities, some universities offer open courses in a variety of
subjects. These courses, referred to as massive open online courses, do not have fees and have the
same content offered to enrolled students. Methods of instruction may include videos, audio lectures,
reading and online forums. Some courses may require quizzes and essays as part of the instruction,
but this will vary, depending of the type of course. Depending on the school or course provider, a
student who satisfactorily completes a course may receive a certificate of completion.
Virtual education:
 1.Courses taught entirely online, where physical distance between teacher and student is
immaterial. Learn more in: The Impact of Technology on School Leadership
 2.Another name for e-learning, but referring more to electronically aided learning conducted
without any face-to-face components. Learn more in: Could Educational Technology Replace
Traditional Schools in the Future?
 3.Online-based education. Learn more in: Technology Paved the Road for Students in a High-
School Dropout Recovery Program to an Online College Class
 4.Education through ICT tools, also called E-learning, now also called U-learning (education
any where), still in development. Learn more in: Contributions of Collaborative and
Immersive Environments in Development a Remote Access Laboratory: From Point of View
of Effectiveness in Learning
Online education:
Computer-based training, Web-based training, Internet based training, online training, e-learning
(electronic learning), m-learning (mobile learning), computer-aided distance education - online
education goes by many names and comes in a variety of styles, but at its core.

“Online education is electronically supported learning that relies on the Internet for teacher/student
interaction and the distribution of class materials.”
 From this simple definition comes an almost infinite number of ways to teach and learn
outside of traditional classrooms and away from college campuses. With online education, students
can turn anywhere with Internet access and electricity into a classroom. It can include audio, video,
text, animations, virtual training environments and live chats with professors. It’s a rich learning
environment with much more flexibility than a traditional classroom.

TYPES OF DISTANCE EDUCATION PROGRAMMES

Majority of teaching and learning takes place in the class room and there is a personal interaction
between the teacher and the students.
Video conferencing and broadcasting:
It combines a television picture with audio or computer transmission. The video image can be real
time or freeze frame, with the cost of transmission directly proportionate to the sophistication of
equipment. The visual image is often carried on telephone, microwave or fiber optic lines and
enhances the audio-conference or computer correspondence. Video-conferencing configurations are
either one way video and two way audio or two way video and two way audio. Equipment is required
at both the origination and the receiver sites to enable the videoconferencing facility.
Audio conferencing:
Instruction transmitted over phone line is referred to as audio conferencing. A teacher located at
the origination site, not necessarily a classroom, interacts with students in one or more receiving sites.
Courses to be offered through this medium must be selected carefully to ensure they can effectively
delivered without live video. It is good if students are encouraged to identify themselves and their
location when they speak during the audio class sessions. Student should be oriented to the use of
microphone or speakerphone. Because the teacher is unable to identify nonverbal cues, teaching
strategies should include more questioning to determine class understanding of content being
addressed. The minimum number of students per site is 8 to 10 and the maximum should not exceed
35 to 45 students.
Computer Conferencing:
It uses the computer to establish a network on maintenance or file server in which an unlimited
number of individuals can communicate with each other using personal computers linked by a Local
or Wide Area Network or Modems. It may be used as an adjunct to any campus courses or as the

communication support for the courses offered totally on the World Wide Web. It is a medium that
supports many to many student interactions without requiring participants to be gathered in a central
place at a specified time. Personally directed email messages also can be sent only to selected
individuals.
Web-based course development:
Web-based teaching and learning requires a learning management system, computer access to the
web by faculty and students, technological support through the use of instructional support staff and
training sessions for faculty and students who are not familiar with the system. Multiple learning
activities are available through the internet, such as real time chat rooms when students and faculty
meet at a prearranged time and discussed topics or review questions about course assignments.
Asynchronous entries (occurring at various times) about selected topics provide the students and
faculty with opportunities to discuss topics and present their ideas and views on them.
Clinical courses and distance education:
Faculty develops the clinical courses including skills laboratory courses. Students are assigned to
clinical laboratories for the acquisition of assessment and clinical skills as well as to health care
agencies for supervised clinical practice. They are under the supervision of faculty members who
either directly supervises a group of students in the clinical setting or coordinate student
preceptorships, where students are assigned to qualified staff nurse preceptors.
With careful planning, it is possible to provide clinical experiences for students enrolled in courses
through videoconferencing or teleconferencing and web-based instruction. Assignments,
examinations, pre and post-conferences can also take place through technology and can be
synchronous and asynchronous. The faculty can be hired or the institution faculty can travel to support
and supervise the students.
When hired, setting standards for the qualification of the preceptors, orienting the preceptors to
the curriculum, the course and the role of preceptors and providing guidance to them is very
important. Supervising preceptors, developing a communication network, participating with
preceptors and students in the assignments of grades and evaluating and revising the program is
mandatory.

CURRENT STATUS OF DISTANCE EDUCATION IN NURSING

Current status of distance education in nursing The following discussion is based on an analysis of
data collected from the universities in South Africa in 2011. A structured questionnaire consisting of
twelve items was distributed electronically y to all the nursing departments. Nursing colleges and

schools which do not offer distance education programmes due to their educational mandate to
present clinical programmes were therefore not included in the investigation. Of the 22 universities
with nursing departments, four currently present programmes through distance education. Of these
four universities, only one (UNISA) is a designated distance education institution. The other three
universities are contact universities. None of the Universities of Technology have distance education
programmes. In some instances, contact universities provide decentralized rather than distance
education programmes, since educators offer face-to-face courses at decentralized venues. All
distance education programmes are post-basic programmes and are presented at certificate, diploma
and degree level.
The certificate programme that was reported is an advanced university certificate in wound care.
Diploma programmes are either advanced university diplomas or postgraduate diplomas that lead to
qualifications in:
 Nursing education/health sciences education (3 universities);
 Nursing management/health services management (3 universities);
 Community nursing (2 universities);
 Clinical nursing science, health assessment, treatment and care (2 universities).

Baccalaureus degree programmes for registered nurses offered through distance education lead to
qualifications in:
 Nursing education/health sciences education;
 Nursing management/health services management;

Master’s programmes include:

 Master’s in Public Health, which is open to other health-related disciplines as well;
 Master’s degree in Nursing.
All doctoral programmes in South Africa follow the British model with no course
work, but an extensive supervised research project. Such research-oriented doctoral programmes in
which students are expected to work independently with minimum guidance from supervisors can be
done successfully on a distance education basis. Although a number of undergraduate programmes
are offered, the main focus was identified as being the postgraduate programmes (Master’s and
Doctoral Programmes).

List of programme Conducted By Open Universities(IGNOU) Through Distance Education in

Nursing
o BSc (N), Post Basic
o Post Graduate diploma in MCH
 o Post Graduate diploma in Hospital and Health and Management

o Diploma in Nursing Administration

o Certificate in Health care waste management
o Certificate in Competency enhancement for ANM/FHW
o Certificate programme in new born and infant care

HOW WILL BE THE EDUCATION IN FUTURE?

Past Education System in India:

In India has a very rich history of education in ancient civilization, here the education
system was supposed to be the best in ancient times, according to ancient Indian mythology (Hindu)
there were many examples of student teacher relationship which was known as “guru shishya
parampara” some of them are Lord Shiva and Lord Parshuram, here Lord Shiva is the teacher of
Lord Parshuram, Dronacharya and Arjun, Dronacharya was the teacher of Arjun and in the recent
past in ancient India the great Emperor Ashoka and his teacher Chanakya who is popularly known
for his politics.
There were more stories in recent ancient past and recent middle past of India
like Maharana Pratap and Acharya Raghvendra, here Raghvendra was the teacher of Maharana
Pratap, Beram Khan and Akbar, here Beram Khan was the teacher of Akbar in recent modern past
we have an example of Mahatma Gandhi and Gopal Krishna Gokhale the political teacher of
Mahatma Gandhi.

Present Education System in India:

There were different systems in the past for education but after the British Rule the face and
the way of education has totally changed in our country, now the “Gurukuls”, are in very few
numbers in our country, “Gurukuls” which are the ancient schools where students have to learn
about all aspects and challenges and how to face and conquer them in their lives in future, while the
modern day “Gurukuls” are bit different. Now the British education system has been applied to our
country, now we are tilting towards the western education system which introduced schools,
colleges and institutes to our country, the language which is used in subjects other than languages is

English like Science, Mathematics, Social Science and many more, still there are many schools
which are using Hindi language to teach these subjects or other regional languages.
Future Education System in India:
Now many schools are improving themselves as smart schools, as we all know that the
future education is going to be the smart education or we can say that the smart way of learning,

now many schools have set up smart classes in their schools, many universities, colleges and
institutes are providing e-learning to their students. This future education has a lesser number of

books and notebooks and they have been replaced by e-learning and smart learning materials, they
study with the help of projectors instead of black boards or green boards, notebooks and books has
been replaced by laptops, tablets and smart phones, even the classrooms are also become virtual
means you can attend your class without visiting the class by traveling the distance. There are many
tutorials are available on web they are like recorded classrooms you can just go and learn anything
whenever you want.
As we all know that every coin has two faces so if this future way of education has many
advantages then it has some disadvantages also like it is almost impossible for a teacher to handle a
student in virtual classroom because the student is way far away in reality. In some underdeveloped
rural areas the fond of resources are a big problem for this education and one of them is electricity,
without electricity we can’t even imagine about e-learning or smart learning.

India is one of the pioneer in developing countries, so the scope of e-learning and smart
learning is bright but in some regions of India still the citizens are not able to fulfill their basic needs
so, there is a hurdle in developing this educational system in India, but apart from that the future of
this education system is bright in India.

FACTORS TO BE CONSIDERED IN DEVELOPMENT OF A DISTANCE EDUCATION

PROGRAMME IN NURSING

 Needs assessment: External factors and Internal factors

 Health care system
 Receptiveness of community and target group
 Support of councils and apex bodies in terms of recognition and accreditation

 Congruency of distance education program with Mission, philosophy, organizational frame

work of parent organization.
 Academic infrastructure, Clinical facilities, faculty expertise and resources availability.
  Economic feasibility.
 Financial planning
 Cost effectiveness of the program
 Clear financial plan
 Self sufficiency
 Curriculum
 Congruency of the curriculum with regular programs of parent institution
 Comparability with other similar programmes.
 Delivery model
 Type of delivery system
 Rationale of choosing particular model
 Cost related to the system
 Learning needs of students
 Faculty expertise
 Faculty development programmes
 “User friendly” for faculty and students
 Teaching and learning theories and Nursing values
 Preserving nursing values “caring, communications, professional socialization, moral and
ethical values.
 Evaluation methods
 Type of evaluation plan
 Relevancy of evaluation method to delivery system and objectives.

ROLE OF DISTANCE EDUCATION IN DEVELOPMENT OF NURSING

It can provide opportunity to:

 Those nurses who are working in remote areas and have no facilities of higher education.
 Those who are unable to join regular courses due to various reasons.
 Those who are already working and cannot be relieved from their duties because of shortage
of nurses and other reasons.

 Administrator
 Educator
Those who feel that they can’t cope with regular courses within specific time
 JOURNAL ABSTRACT

 Prof. Annamart MJ Oosthuizen, (University of South Africa); Prof. Gisela H Van Rensburg,
(University of South Africa), Distance Education In Nursing ,Trends in Nursing Vol. 1, Issue 1,
201 http://fundisa.journals.ac.za http://dx.doi.org/10.14804/1-1-19

Abstract: The nursing profession is challenged to meet evolving health care needs of
populations, while maintaining the standards and integrity of the profession. Limited resources in
health care and nursing education compelled the nursing profession to embrace distance education
as a way of upgrading the qualifications of large numbers of nurses in a timely manner without
disrupting service delivery. All distance education programmes in nursing are post-basic
programmes and are presented at certificate, diploma and degree level. Accessibility to higher
education for further studies and affordability are primary purposes of distance education
programmes for nurses. An increased participation of local and international private higher
education institutions in distance education, a diverse body of learners and the impact of
technology on teaching, learning and assessment further contributed to a shift in delivery within
contact and distance education institutions. The dynamic changes in society demand that qualified
people return to higher education to keep abreast with innovation and change. Distance education
provides opportunities to combine family and work responsibilities while engaging in continuous
professional development. Despite the advantages, distance education in higher education is
confronted with challenges that relate to student support, lack of computer literacy and
inaccessibility of electronic media and the Internet in some areas. Scientific writing and reading
skills, a reading ‘culture’ and study skills are often lacking in the students. Remedial teaching in
this regard could be a problem, especially where students do not have easy access to
communication media. Education is a major key to leadership development and the development
of the nursing profession. The modern knowledge-driven society requires that people upgrade
their knowledge and skills in order to remain competitive and competent in a fast-changing
environment. Distance education is a suitable way of ensuring opportunities for all to engage in
continuous professional development and lifelong learning.

 Cheryl Holly (Associate Professor and Director), Doctor of Nursing Practice Program, University
of Medicine and Dentistry of New Jersey School of Nursing, “The Case for Distance Education
in Nursing” NJMS-UH Cancer Center Newark, NJ 07107 USA,hollych@umdnj.edu
 Abstract: This paper presents the case for increased distance education course offerings in
nursing education as a way of addressing the United States shortage of nurses and to meet the call
from the National League for Nursing to increase informatics content in the nursing curriculum.

 Dr. Belgin Boz Yuksekdag: The Importance Of Distance Education In Nursing, Anadolu
University, Yunus Emre Campus, 26470 College of Open Education, Testing Research Unit,
Eskisehir, TURKEY.

Abstract: Nursing that the reason of its essence arises from social requirements is a practical
discipline. It requires knowledge and skills. This knowledge and skills must be updated with
developments in the health field. However, because of their living conditions, nurses cannot
continue the formal education. Distance nursing programs provide flexibility to them. In this study
will be handed the importance of distance education for nursing and the attitudes of nurses towards
distance nursing programs.

CONCLUSION

Since from the inception, Distance education programme in nursing remain controversial in India.
Although welcomed by many nurses, accreditation and recognition issues relating to this
programme leading to slow progress. Distance learning offers new opportunities for nurses who
are seeking basic or advanced degrees, certificates, or lifelong learning for professional
development.

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