Ideal Learning Community

My ideal virtual learning community (VLC) is a hybrid, using both synchronous and asynchronous methods to teach Practical Nursing (PN). Current studies of both secondary and vocational students participating in a VLC a hybrid format was more successful at promoting critical thinking and synthesis of knowledge than asynchronous learning alone (Hall, Hall, Koschmann, & Miyake, 2002). PN education is behind its higher learning counterparts in the area of on-line learning. With VLC’s becoming more prevalent in nursing education every day, PN must embrace this format and find ways to incorporate on-line learning into the curriculum.

The need for enhanced critical thinking skills in graduating nursing students has been discussed by me and my nursing classmates in our discussion posts and in our blogs. The Institute of Medicine, state boards of nursing, and the National Counsel all emphasize the need for critical thinking exercises throughout nursing education because new graduates require fully developed critical thinking skill to adequately care for increasingly complex patient populations (NLN, 2005). On-line learning activities create an active learning environment, requiring adult learners to be responsible for their learning while facilitating metacognition (Renninger & Shumar, 2002).
Many PN students have voiced interest in incorporating on-line learning into traditional classroom learning. The students describe many of the same advantages that the members of this class have in our blogs and discussions. The common advantages include: flexibility, decrease drive time, and decreased fuel expenses. As an instructor I would add that on-line learning communities also facilitate the development of critical thinking skills.

The biggest barrier to forming a successful VLC for PN students is a lack of support from school administration. Many members of administration strongly believe in traditional lecture learning settings and that students must be in their seats 6 hours a day, 5 days a week. This will be a difficult challenge to overcome. Documentation of enhanced critical thinking skills and successful hybrid programs would need to be presented to convince administration of the benefits of a VLC. Another potential barrier to a VLC, particularly at the PN level, is that students will enter the program with variable levels of computer knowledge and competency. Some students may require a more lengthy orientation to computers in general as well as navigating the VLC.

The community design that would best meet the needs of this my VLC is a task-based community. According to Riel and Polin (2004) a task-based learning community is a group working on a specific task(s) toward accomplishing a common goal in a specified time frame. My community is best classified as task-based because students will be assigned specific tasks toward the common goal of completing the course and becoming prepared for the transition to nursing practice. The course will also have a specific start and end date.

I would like to create a VLC on the Evolve platform (similar to Angel or D2L) in which PN students can participate in classroom discussions and turn in paperwork via the World Wide Web. To build this community, I will need to build one course at time. The course that I envision beginning the transformation to hybrid learning with is a role transitions course. This course typically is placed in the final level of PN education and is a course that could benefit from the increased depth of discussion that is possible using an asynchronous format such as discussion boards. Role transition courses prepare students to step into the role of professional nurses. They review the rules that govern nursing practice, learn about various nursing careers, review key components of professionalism, and how to develop a resume and portfolio.

The primary instructional strategies in my VLC would include project development, asynchronous and live classroom group discussions, and reflective journaling. Students would still need to come to class about once a week for face-to-face meetings and to submit a final portfolio. Resumes, cover letters, and letters of inquiry could all be submitted on-line for review before submitting with portfolio. Discussion boards could be utilized to discuss various topics including; nursing careers, Oklahoma Board of Nursing rules and regulations, and professionalism. It is particularly important for students to be actively involved in acquiring and understanding information regarding the Nurse Practice Act and an asynchronous discussion with mandatory participation would facilitate this. Blogs could be utilized for students to reflect upon their interview experiences and to learn from each other’s experiences.

Through the readings completed and class discussions read I have identified leadership and instructor participation as a critical aspect of VLC’s. Many of us have voiced frustration over previous experiences in a VLC with an instructor who is not enthusiastic and timely in course participation. In the text by Renninger and Shumar (2002) social interactions and relationships are stressed as being extremely important to the success of any online community. Polin and Riel (2004) also emphasize the importance of leader participation and organization in the success of a VLC. Because leadership and participation are consistently identified as critical for success, I would involve a teaching assistant in the course to ensure frequent and timely posts. I would also assign frequent, mandatory discussion and blogging to the students.

As I write this paper I am struck by the amount of new knowledge that I have acquired in just 5 short weeks. I have become an active member of an online community, outside of OUHSC, for the first time in my life. Blogging is no longer an abstract, foreign concept and I have my own blog site. My definition of community has evolved to include not only physical neighbors, but my online community as well. Although it will be a challenging process, I look forward to learning how to guide my students through online and classroom/clinical learning experiences and shedding my stagnant “sage on the stage” routine.

References

Hall, R. P., Koschmann, T., & Miyake, N. (Eds.). (2002). CSCL 2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates.

National League for Nursing (2005). The scope of practice for academic nurse educators. New York, NY: Author.

Renninger, K. & Shumar, W., (2002). Building virtual communities: learning and change in cyberspace. Cambridge, MA: Cambridge University Press.

Polin, L. & Riel, M. (2004). Online learning communities: common ground and critical differences in designing technical environments. In Barab, S. A., Kling, R., & Gray, J. H. (Eds.). Designing for virtual communities in the service of learning. (pp. 16-50). Cambridge, MA: Cambridge University Press.