Appendix G

Impact of Technology on the Faculty Shortage
Carole A. Gassert, Ph.D., R.N., F.A.C.M.I., F.A.A.N.
Informatics Nurse Consultant, Division of Nursing, Bureau of Health Professions
Health Resources and Services Administration
and currently Associate Dean, Academic Affairs; Director, Informatics Program
University of Utah, College of Nursing

Introduction

For the purpose of this paper, comments are focused on distance learning technologies and their impact on the faculty shortage. The discussion is limited to on-line or web-based learning. Although on-line learning represents one of the newer methods of distance learning, it was chosen as a focus because of its increasing popularity and usage in nursing education.

The increasing prevalence of on-line learning is demonstrated by a February 2002 survey conducted by the Southern Region Education Board's Council on Collegiate Education for Nursing (CCEN). CCEN surveyed the nursing education units (school department, college, etc.) in their region and found that125 of the 491 nursing education units (47%) located in the Southern Region offered at least one on-line nursing course. In looking at the types of electronically delivered courses in the Southern Region, web-based courses were delivered three times more frequently than compressed video courses, the second most common type of electronic delivery used.

Rural RN to BSN Education Using Distance Learning

An exploration of the impact of on-line learning on the faculty shortage will begin with a discussion of current outcomes for six cooperative agreements for Rural RN to BSN students using distance learning. The purpose of the five-year initiative, funded by the Division of Nursing beginning in 1999, is to expedite and facilitate the baccalaureate education of registered nurses from rural areas using distance learning methodologies. Expedite is defined as a time reduction in completing the program because an innovative, technological approach to delivering a quality program and a mechanism for evaluating and recognizing existing knowledge and competencies are used. To qualify for funding, grantees were required to have some experience using distance learning methodologies and had to have an existing technological infrastructure in place. Grantees have been asked to deliver the majority of their program through on-line learning. Grantees are required to recruit students from Census Bureau-defined rural areas. Each year the grantees meet to discuss problems encountered with on-line learning and solutions used to overcome them.

The rural RN to BSN distance learning grantees proposed that they would have graduated large numbers of students by the end of the third year of funding. However, the actual number of rural students completing the programs lags behind anticipated outcomes. Therefore, the 2002 annual meeting focused on programs' abilities to expedite completion of RN to BSN programs using primarily on-line learning. Grantees reported that four major factors were slowing the progression of distance learners. First, students' life events cause them to drop back their course loads to part-time study. Because the majority of learning occurs asynchronously in the students' environment, it was anticipated that students would be able to carry full-time course loads. Most students, however, add this educational endeavor to existing responsibilities for work and families. And because on-line learning is time consuming, the students slow their progression to balance demands on their time.

Second, program policies often require students to complete pre-requisites before enrolling in nursing courses. Rural students have difficulty finding non-nursing courses taught on-line. And since they are located a significant distance, either by miles or geography, from available courses, student progression is slowed. A third factor, university policies about the number of transfer credits accepted, compound the problem of completing pre-requisite courses. As grantees worked to change these policies and to locate on-line pre-requisite courses, progression for rural RN to BSN on-line students has been expedited. The final major factor influencing progression of on-line learners is the frequency of courses offered. The grantee reporting the largest number of on-line graduates at the 2002 meeting offers all courses each semester.

In spite of obstacles discussed, the RN to BSN distance learning grantees feel the on-line courses have expedited the total time it takes for RN students to complete the BSN degree. And on-line learning allows some previously inactive students not supported by the cooperative agreements to complete their programs. The grantees feel they have either minimized or eliminated most of the factors influencing progression, so the numbers of graduates will significantly increase during the final two years of project funding.

The on-line technology itself has an impact on grantee faculty and students. High bandwidth is generally not available to rural students. If it is available it is generally not affordable. Therefore, some grantees reduce the amount of connect time for students by sending them large amounts of course materials on CD-ROMs. In spite of the ubiquitous nature of technology, some students continue to have a lack of basic knowledge about using computers. Grantees require students to attend computer training on campus at the beginning of their program. At that time the rural RN to BSN students are loaned a laptop, purchased by the school with grant funds, for the duration of their program. To minimize technological problems, grantees set up the laptops with all the software required. Even so, students need to have technical support available to them. Some faculty help students to solve technological problems, but most grantees use a designated individual with technological expertise to provide support. Generally grantees feel support is needed for limited times, not 24 hours a day, 7 days a week.

Software for on-line learning is changing rapidly. In 1999 interactive software for individual learning between faculty and more than one student was generally not available. Just two years later, U.S. News reviewed seven interactive software packages that allow faculty to interact with multiple students in their homes. This software gives faculty more options for interacting with on-line rural students. The cooperative agreements allow grantee schools of nursing to purchase laptop computers to loan to students. Most programs report a continued need for laptop computers for students. Even if there is a computer in the home, the competition for its use among family members causes a hardship for the student. In summary, technology training continues to be needed for the rural RN to BSN on-line student, having a loaner laptop available from the school facilitates student enrollment and completion, and faculty engaged in on-line learning have more software tools available.

Rural RN to BSN grantees are asked to enroll cohorts of students to reduce the feelings of isolation experienced by distance learners. As mentioned, grantees are also asked to provide an initial orientation session for technology support and for socialization. Students receive financial support for their on-campus experiences. Grantees have found students need additional help beyond the orientation to deal with feelings of isolation. The grantee faculties have developed follow-up sessions, encouraged students to use email, and to post biosketches to introduce themselves to classmates. Grantees are also using social rooms/bulletin boards to help students interact with peers. All the programs are using more interactive components in their curricula. These strategies are reducing feelings of isolation, but faculty report that students look forward to their face-to-face sessions on campus.

Informal conversations with nursing educators indicate a sense that on-line learning can be used to minimize the need for faculty. Quite the opposite is true. Because of the increased time needed by faculty to interact with individual on-line learners, some of the rural RN to BSN grantees have limited course enrollment. Although there is not consensus, most grantees feel that a class size of no more than 20-25 students gives faculty time for needed interaction.

It will be interesting to follow the outcomes identified by the rural RN to BSN distance learning grantees as they continue to develop models for on-line learning. At this point literature about on-line learning was reviewed to determine if the results discussed above mirror those of other on-line learners.

On-Line Learning

In general, literature indicates that students report several advantages to on-line learning (Halstead & Coudret, 2000). They have more flexible time work on class assignments rather than being locked into a specific on-campus time. Since on-line students are forced to interact with computers, they learn computer skills that can be transferred to other areas of their work life. An obvious advantage is that students spend less time traveling to campus and class. This is especially important for rural learners who may have to traverse geographical barriers in inclement weather. Students feel they have better access to information as on-line learners. They use the Internet to access information and exchange ideas with peers and faculty. The feedback they receive is often more timely than waiting for on-campus classes to meet. A final commonly reported advantage is that on-line students become self-paced and independent learners. It is interesting that on-line learners have paradigms of learning that on-campus learners may not yet experience.

There are also disadvantages with on-line learning reported in the literature. The most common is technology problems that have to be solved. As the infrastructure becomes more standardized and stable, fewer technology problems should occur. A second common disadvantage reported by students is increased time demands to complete an on-line course. The time spent on-line generally exceeds actual classroom time. Although faculty experienced with on-line teaching use more interactive techniques, students report less contact with peers. The final common disadvantage is a report of increased costs to complete on-line courses. Often institutions add a technology fee to on-line courses, increasing the costs.

Interestingly, faculty report advantages and disadvantages to on-line learning that are similar to what students describe. The faculty also indicates on-line learning gives them more flexible time to interact with students. The faculty feel both they and students have better access to information than in on-campus courses. Although students report less contact with peers, faculty report more frequent contact with students than in on-campus courses. By the nature of course construction, on-line students are forced to interact. This results in improved student contribution to class.

Technology problems are seen as a disadvantage by faculty, as well as students. The faculty also report increased time demands with on-line learning. Anecdotal reports state that from 66 to 500% more time is required to prepare an on-line course than an on-campus course. Part of the increased time is caused by the steep learning curve needed by faculty to negotiate the software. And finally, a lack of face-to-face interaction is seen as a disadvantage by faculty.

Some nursing leaders have expressed concern that distance learning, including on-line learning, will not facilitate the socialization of students into nursing. Two studies were found that address this issue (Cragg, Plotnifoff, Hugo & Casey, 2001; Nesler, Hanner, Melburg & McGowen, 2001). Nesler and colleagues from Excelsior College, School of Nursing, in New York compared professional socialization in senior baccalaureate students in on-campus and distance learning courses. Interestingly, students in distance learning had higher socialization scores than on-campus students. Health care experience was found to be a critical factor in socialization, not the mode of educational delivery. Cragg and colleagues at the University of Ottawa in Canada examined perspective transformation (professional resocialization) in RN to BSN students using distance learning for their education. Once again, the distance learning students had the highest socialization scores. Although neither study indicated the exact distance learning methodologies use, the data should help to alleviate concern about the socialization of students who are distant learners, including on-line learners.

Discussion of specific costs associated with on-line learning has been difficult to find in the literature. The literature in general indicates that if building space, utilities, etc. are considered traditional classroom teaching costs are higher than and on-line teaching courses, especially when technology has been installed (WICHE, 2002). More data is needed in this area.

As stated the purpose of this paper is to examine the impact of technology on the faculty shortage. Before focusing on faculty, this author would like to briefly summarize the impact of on-line learning on students and on educational institutions.

Impact of on-line learning on students:

1. Provides resources for socially and intellectually linking learners from different cultures and geographical areas.
2. Provides students with flexibility in deciding when to complete course assignments.
3. Provides an equalizer for minority students or for students with English as a second language.
4. Provides opportunity for more individual feedback to each student.
5. Requires redefining of the student role. Students must become more independent and self-directed in their learning.
6. Currently produces higher drop out rates than traditional courses. Expectations of on-line learners need to be more carefully developed before courses begin.
7. Provides students with technology skills needed to succeed and excel in the 21st century.
8. On-line learners test scores equaled or exceeded traditional course scores

On-line learning will challenge some of the processes and policies associated with traditional methods of educational delivery. For example, faculty will need to receive recognition and compensation for the time required to develop on-line courses. Institutions will need to assess the learning needs of their clientele and assure that both on-line and on-campus educational opportunities exist if they are needed. Because of the need for a high degree of interactivity, institutions should maintain a class size that encourages successful on-line delivery. Since on-line learners may have minimal presence on campus, arrangements must be made for these students to obtain library materials. And on-line learners need opportunity for the orientation, advisement and registration services available to more traditional students.

On-line learning definitely impacts faculty. It changes faculty teaching roles to a facilitator of knowledge acquisition rather than an imparter of knowledge. The initial on-line course development takes longer than on-campus course development and requires that the entire on-line course be posted before it begins. On-line faculty must be available to students electronically for more extended time than on-campus faculty. Interaction must be maintained with both real-time and asynchronous communication. When testing knowledge, on-line faculty must use a variety of strategies to maintain security during testing.

Given the advantages, disadvantages, and impact of on-line learning on the educational process, what is the future of on-line learning? Four characteristics of on-line education are emerging. First, educators will blend more learning experiences between on-ground (on-campus) and on-line. This will blend synchronous (live) and asynchronous (self-directed) events. As educational and technological tools are combined, the information and human touch aspects of learning will be blended.

A second characteristic of on-line learning is that knowledge events of the future will be compressed. They will be shorter and modules will be developed. This will allow more self-paced and directed learning. Perhaps traditional semesters will disappear and on-line students will be able to move through their educational programs at their own speed. This will be tied to the third characteristic of on-line learning, personalized learning environments. Expert systems will query students' needs, abilities, and individual preferences. Learning experiences will then emerge from a pool of potential learning events.

The fourth characteristic of on-line learning is discovery learning. Rather than a "tell and test" paradigm, there will be more emphasis on applying information to new and different situations. To accomplish discovery learning, more scenarios and games may be used. Learners are active rather than passive. Simulations may be used to apply scenarios during the learning process.

Impact of On-Line Learning on the Nursing Faculty Shortage

So what is the impact of on-line learning on the nursing faculty shortage? There are both positive and negative impacts. Because on-line learning takes more faculty time and not less, it cannot be used as a substitute for having adequate numbers of nursing faculty. On the other hand, using on-line technologies courses/programs could be taught collaboratively to share resources. For example, informatics or genetics faculty could be shared across disciplines and across schools of nursing to provide needed faculty. Another positive impact is that on-line learning will provide faculty with flexibility for using their time. This may allow them to budget their time more efficiently.

On-line learning will initially require faculty to develop a different paradigm of teaching skills. This may be burdensome for faculty who feel overextended in terms of assignments. On the other hand, using technology to teach and having a chance to be innovative may entice some nurses to consider teaching as a career option.

Because some of our clientele of students are demanding on-line learning, I believe it is here to stay as a teaching modality. But we need to use new teaching-learning models and not just apply on-line learning to old solutions. The quality of the on-line product, not whether the product is on-line or on-campus, will determine how much on-line learning will contribute to educating our nurses and nursing faculty of the future. As stated in the Innovations in Online Learning document produced by the Pew Learning and Technology Program (Twigg, 2001) on-line learning should be a learner centered event that combines high quality, interactive software, synchronous and asynchronous dialog, and individualized monitoring. Then on-line learning can adequately supplement learning for students. But technology will not eliminate the need for increased faculty to fill vacant positions.

References

Cragg, C.E., Plotnikoff, R.C., Hugo, K & Casey, A. (2001). Perspective Transformation in RN-to-BSN Distance Education. Journal of Nursing Education, 40 (7): 317-322.

Halstead, J.A. & Coudret, Nadine A. (2000). Implementing Web-Based Instruction in a School of Nursing: Implications for Faculty and Students. Journal of Professional Nursing, 16(5): 273-281.

Nesler, M.S., Hanner, M.B., Melburg, V. & McGowan, S. (2001). Professional Socialization of Baccalaureate Nursing Students: Can Students in Distance Nursing Programs Become Socialized? Journal of Nursing Education, 40 (7): 293-302.

Twigg, C.A. (2001). Innovations in Online Learning: Moving Beyond No Significant Difference. Center for Academic Transformation. Available at http://www.center.rpi.edu.

Western Interstate Commission for Higher Education. (2002). The Cooperative Advancing the Effective Use of Technology in Higher Education: Technology Costing Methodology. Available at http://www.wiche.edu/telecom/Projects/tcm/index.htm.