Blended Distance Delivery:
Web-enhancing Multiple Site
Videoconference Classes
Peter Kellett BN RN
Nursing Instructor
University College of the North/
University of Manitoba Joint BN Program
Thompson, Manitoba
Use of Distance Education
Technologies
• Increased access to baccalaureate
and graduate nursing education
– Part-time offerings to working nurses
– Geographically isolated or separated
students
• Frequently used to deliver Joint BN
programs in smaller colleges
• Enables faculty to deliver courses
to multiple sites concurrently
“Electric communication will never
be a substitute for the face of
someone who with their soul
encourages another person to be
brave and true.”
Charles Dickens
“The more elaborate our means
of communication, the less we
communicate.” - Joseph Priestly
Web Delivery Benefits
• Arguably the most popular
approach (WebCT, Desire2Learn,
Blackboard)
• Benefits noted in the Literature
– Development of student computer
skills
– Active learning approaches
– Peer interaction and support
– Autonomy of student and increased
convenience and accessibility due to
asynchronous nature of learning
(Ali, Hodson-Carlton, & Ryan, 2004; Howatson-Jones, 2004)
Web Delivery Pitfalls
• Potential for social isolation
• Lack of dynamic face-to-face
interaction and visual cues during
discussions
• Technology and access problems
• Student frustration with predetermined learning packages
that do not allow for student
input to determine learning
priorities
(Ali et al., 2004; Hyde & Murray, 2005)
Videoconferencing Benefits
• The ability to participate in
dynamic synchronous interaction
• Participants can see each other, &
multimedia presentations can be
shared with multiple sites
• Newer IP videoconferencing
equipment is more reliable, with
better picture quality than the old
dial up systems, and more cost
effective to run
(Allen, Sargeant, Mann, Flemming & Premi, 2003;
Birden & Page, 2005; Clark & Ramsey, 2005)
Videoconferencing Challenges
• Poor video quality,
broken audio
transmission or lag
(packet loss)
• Need technological
knowledge or support
• Connection problems/
system incompatibility
• Initial high cost of
equipment
• Risk of faculty utilizing a
traditional didactic
lecture approach that
isolates distance sites
(Allen et al., 2003)
Pharmacology Hybrid Model
• 2nd year Pharmacology Course in
the UCN/University of Manitoba
curriculum
• 3 hour videoconference class
once a week
– 2 hours interactive lecture
– 1 hour discussion of Problem Based
Learning case
• Online web-support of course
utilizing Desire2Learn (D2L)
software
Web-based Component
• Sharing of course materials
–
–
–
–
Syllabus
Course schedules
Handouts
Course notes/ Powerpoint
Presentations
– Computer animations
– Streaming video (e.g. Mediasite live)
– Hyperlinks to online resources
• Students can establish personal
profile (picture)  get to know
each other
Web-based Component
• Enhanced communication with
faculty or colleagues
– E-mail
– Discussion board
– Chat room
• Submission of assignments
– E-mail attachment
– Online dropbox
• Distribution of Grades or graded
assignments
Web-based Component
• Online Calendar identifies key
dates/ deadlines for the course
• Problem-based learning cases
– Posted one week in advance of in
class discussion for a group of
students to debate and discuss
online
– Provides opportunity for discourse
and reflection on the case and a
chance to apply and synthesize
knowledge
Evaluation of Hybrid Model using Chickering and
Gamson’s Seven Principles of Good Practice for
Undergraduate Education
Good Practice:
• Encourages student-faculty contact
–
–
–
–
–
Synchronous videoconference discussion
E-mail
Discussion board
Chat room
Provides an alternative to asking a question
in class promoting better communication
between reserved students and faculty.
– Online communication can make the faculty
member more accessible to students at all
sites (equalizer)
(Ryan, Hodson-Carlton, & Ali, 2004)
Good Practice:
• Encourages cooperation among
students
– Group discussion of PBL cases online and
during videoconference class
– Clear ground rules for etiquette
established at start of course and
reinforced
• Encourages active learning
– Online discussion of PBL cases encourages
active, self-directed learning
Good practice:
• Gives prompt feedback
– Online communication, assignment
return, and grade distribution facilitate
prompt feedback
– Response time is communicated to
students to decrease frustration (Ali et
al., 2004; Koeckertiz et al., 2002)
• Emphasizes time on task
– Clear timelines and deadlines are
established, while providing some
flexibility for student participation
through the asynchronous web tools
Good practice:
• Communicates high expectations
– Expectations for the course are clearly
established at the initiation
– Quality of discussions is facilitated
through appropriate questioning and
encouragement
– Online discussion environment can create
competition based on the level of material
submitted by colleagues (Ali et al., 2004)
Good practice:
• Respects diverse talents and ways of learning
– Students preferring traditional classrooms
derive comfort from weekly
videoconference classes
– Online discussions facilitate in class
discussions, and allow reserved students to
shine when they would not participate in
classroom discussions (Gray-Deering &
Eichelberger, 2002)
– Provision of online notes gives students the
security to focus on participation instead of
note taking
– Using a combination of methods: reading,
class and online discussion, graphics,
animations, links to online resources etc.
respects diverse learning styles
Potential Limitations of the
Hybrid Model
• Time consuming for both students and
faculty because of participation in
classroom and online activities
– Significant up-front preparation (especially
first time delivered in this format)
– Faculty needs to invest time daily to review
online discussion and facilitate student
learning
– Student time significant - ? worth the
sacrifice for learning outcomes
Potential Limitations of Hybrid Model
• Students require comfort with
technology
• Students need reliable computer and
Internet access
• Not all students may be ready to
engage in this degree of active selfdirected learning  anxiety
(Howatson-Jones, 2004)
Future Directions
• Research to examine the degree
to which the desired outcomes
have been attained (formative
and summative)
• Further development of dynamic
online content to supplement
videoconference classes, that
accommodates a variety of
learning styles
References
Ali, N. S., Hodson-Carlton, K., & Ryan, M. (2004).
Student’s perceptions of online learning: Implications for
teaching. Nurse Educator, 29(3), 111-115.
Allen, M., Sargeant, J., Mann, K., Fleming, M., & Premi, J. (2003).
Videoconferencing for practice-based small-group continuing
medical education: Feasibility, accessibility, effectiveness,
and cost. Journal of Continuing Education in the Health
Professions, 23(1), 38-47.
Birden, H., Page, S. (2005). Teaching by videoconference:
A commentary on best practice fro rural education in
health professions. Rural and Remote Health, 5 (356).
Care, W. D., Gregory, D., Courtenay, M., Russell, C., & Hultin, D.
The experiences and impacts of learning with distance
technology among Aboriginal nursing students. May-June
2004 at the Canadian Association for Distance Education: IT
2004 Conference: Pioneers in a New Age. Toronto, Ontario.
Retrieved February 1, 2006, from http://www.umanitoba.ca/
faculties/nursing/expimpact/CADE_May%2031_presentation.ppt
Clark, C.E., & Ramsey, R.W. (2005). Teaching and learning at a
distance. In D. M. Billings & J. A. Halstead (Eds.), Teaching in
nursing: A guide for faculty (2nd ed., pp.397-421). St.
Louis, MO: Elsevier.
Gray-Deering, C., & Eichelberger, L. (2002). Mirror, mirror on
the wall: Using online Discussion groups to improve
interpersonal skills. Computers, Informatics, Nursing, 20(4),
150-154.
Howatson-Jones, L. (2004). Designing web-based education
courses for nurses. Nursing Standard, 19(11), 41-44.
Hyde, A., & Murray, M. (2005). Nurses’ experience of distance
education programs. Journal of Advanced Nursing, 49(1),
87-95.
Koeckeritz, J., Malkiewicz, J., & Henderson, A. (2002). The
seven principles of good practice: Applications for online
education in nursing. Nurse Educator, 27(6), 283-287.
Ryan, M., Hodson-Carlton, K., & Ali, N. S. (2004). Reflections on
the role of faculty in distance Learning and changing
pedagogies. Nursing Education Perspectives, 25(2), 73-80.
Contact Information
Peter Kellett
Nursing Instructor
University College of the North
Thompson, Manitoba
(204) 677-6401
pkellett@ucn.ca
http://www.ucn.ca/nursing/WRCASN06/BlendedDE.htm