Distance Learning and Allied Health The Ubiquitous Power

Distance Learning and Allied Health The Ubiquitous Power Point By Anne M. Loochtan, Ph. D Cincinnati State Technical and Community College

Objectives o o o Define distance learning. Summarize the various types of distance learning. Determine which types of courses cannot be delivered from a distance. Define constructivist learning theory as relates to distance learning for college healthcare or science courses. Differentiate between the concepts of “teaching” and “facilitating” as they relate to distance learning.

How long has distance learning been around in the U. S. ? It has been around the U. S. for at LEAST 120 years. The earliest forms of DL were called “Correspondence Courses”. In Alaska and Canada, DL has been around in this form since we first populated the outback. After a period of time, radio and correspondence were both used for DL.

The Family Tree of Distance Learning TV (satellite & cable) Audio tape Audio graphics Audio conferencing Technology Enhanced circa 1950 s 1990 s) Correspondence 1883 E-Learning (circa 1995 present) Computer Mediated Learning CBT Online Web-based (web-based instruction, web -based media) Electronically Assisted Learning (circa 1990 -present) Electronically Assisted (circa 1990 -present) Satellite e-learning Video conferencing Electronic whiteboards Video tape/DVD Adapted from: An Instructional Media Selection Guide for Distance Learning, Holden, J. T. , Westfall, P. J. L. , United States Distance Learning Association, Feb. 2006.

Definition of Distance Learning o What is your definition?

USDLA’s Definitions o o “As defined by The Quarterly Review of Distance Education journal, distance education is institutionally-based formal education where the learning group is separated and where interactive communications systems are used to connect instructors, learners, and resources. Alternatively, America’s largest professional distance learning organization, the United States Distance Learning Association, has adopted the term distance learning, and defines it as the acquisition of knowledge and skills through mediated information and instruction.

USDLA cont. o “After the birth of the USDLA in 1989, the Los Alamos National Laboratory organized and sponsored the First Annual conference on Distance Learning…[defined distance learning as] structured learning that takes place without the physical presence of the instructor. ”

Who is doing distance learning and what are they doing? o o Almost every school is doing distance learning in a little or a big way. Here are just a few examples.

Some real numbers for Ohio…

Cincinnati State Technical and Community College

Cincinnati State = Health courses only – WI Term N = 21, x 22 ea = 462

Columbus State-WI 07 Hybrid/ Blended Web Other Total ACC, FIN, BMGT, LOG, MKT, ETC. 56 2 13 71 A, A, A 10 1 0 11 SCIENCES 13 52 0 65 CIT 44 0 0 44 9 0 1 10 62 1 4 67 DEV 9 4 0 13 ECD 0 1 GEOG, GRPH, MEDIA 17 4 0 21 SSCIs 55 5 0 60 HOSP, HR 4 2 0 6 LAW, LEGAL 7 0 0 7 46 27 0 *73 8 5 0 13 340 104 18 462 CONST, ENV, GIS, ENGL, SPE, COMM HEALTH PROGS (HIM, MLT, MASS, MULT, NUR, PN, SFMT, VET) MATH * 73 * 25 = 1, 825 x 25 11, 550

N = 388 sections @25 ea = 9, 700

N = 74, Columbus campus @25 ea = 1, 776

n = 299 web n = 11 telecourse, 316 = total @25 ea = 7, 900

Types of Distance Learning in Health Care Programs • single courses in support disciplines (i. e. core courses, biology, chemistry, etc. ) • single courses in disciplines • hybrid courses (partial distance learning, partial in-campus) • certificate programs with 50% or more courses as DL • associate degree programs with 50% or more courses as DL • bachelor's completion programs (the most common form of DL for health care programs)

• Health career programs specifically require the development of physical skills. Most of these skills must be taught in a person-toperson format. • However this format can still be considered distance learning if the program/course is physically separated from the student. • Ex. A student is enrolled in a DL program in Veterinary Technology. The theory-based courses occur via web, and the physical skills are learned at a local veterinary clinic office, with specific competencies that must be completed and documented by trained preceptors.

Can a lab course be done in a distance learning format?

Yes…

and no……

But there are resources out there…

Constructivist Theory o o How do you learn? Example: You have to learn the new disaster preparedness requirements (Joint Commission, CAAHEP, other professional accreditors). There is no formal training course available. How would you go about learning these new standards? How would you go about teaching these new standards? Ideas?

“What is constructivism? Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know. In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. ” Concept to Classroom, http: //www. thirteen. org/edonline/concept 2 class/constructivism/index. html Retrieved 2 -27 -2007,

How does this translate to distance learning activities? Components: Examples in the classroom/DL Active techniques -Active Research -Projects Reflection -Discussion boards -Mini papers Pre-existing conceptions -Discussion boards, with student critique -small group discussions, mediated by student leaders or faculty Guiding activity -Problem-based learning

Notice… o The word “lecture” is not mentioned at all.

Authentic Applications o o critical thinking Examples n n n The medicine chest Big Mac The Tuskegee study The Nuremburg trials Living will

Tuskegee and Nuremburg o Look up the "Nuremburg Code" and the famous case of the "Tuskeegee Syphilis Research" on the Internet or in a professional resource. Do NOT use a dictionary!! Please answer the following questions, using the stylesheet and properly citing your resources: 1. Give at least 3 tenets of the Nuremburg code that were violated in the Tuskegee syphilis research. 2. Explain why or how they were violated. 3. What is your opinion of the Tuskegee research? 4. How do you think the Tuskegee researchers justified the research?

o One Example of violation of the Nuremburg Code is that the men who were involved in the Tuskeegee Syphilis Research is none of them gave the consent about being told about the experience and what the "real" reason they were being treated for. A second that violated is that a study should be something that is for the good of society. Waiting for the black men to die is not for the good of the society. They were using these men like rats. A third violation is that the experiment should be conducted to avoid physical and mental suffering. These men were dying of syphilis related disease and that is what the doctors were waiting for so then they could do autopsies on them! This research was just sick! Any human that can actually do that to another human being, there is something wrong with them! Basically watching and waiting for these men do die just so they can do an autopsy, that's just wrong. I have nothing but anger towards the people. The researchers, I think, justified the research by saying that this is when syphilis was beginning and they didn't know how to treat it. They didn't know that these men would die and they were trying to save more people in the long run.

The Medicine Chest o o Now that you have had a few weeks to put together medical terms, it is time to use your new knowledge. This discussion is called "The Medicine Chest". Look in yours, a friend's, your parents', or anyone's medicine chest and come up with 1 or 2 medications or medical devices. (ALTERNATE: Go to a local pharmacy and use an off-the-counter product or ask the pharmacist for a product insert for any kind of medication). Look on the product insert information and find 2 medical terms (or parts of terms) that we have studied or are in your book. For the assignment you only need 2 terms total. They can be the diseases that the drug is used to treat, or side effects, or anything else related that uses a medical term. If you cannot find a medical term, but you find a lay term, you may then translate that lay term into a medical term. i. e. "throat infection" may become "pharyngitis". (You cannot use this term now. ) Then, in the discussion board do the following: -In the discussion board, type in the name of the product. NOTE: Do NOT use a product that another student has already used. If you get yours in early, this won't be a problem. Procrastinate and you might need to have an alternative. -State what the medical word is that you are using, AND state the product. You may get more than one word from a single product. -Do NOT use a product name-i. e. Claritin. Use medical terms in the product insert. -Type in the medical terms. Break each term down the way your book shows you. -Define EACH word part. -Define the complete word. -Respond substantively to at least one other student's submission. -Please use complete sentences.

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