Outcomes-based distance learning (Health, Medicine, Nursing Essay)

Outcomes-based distance learning
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October 9, 2020
Abstract
Much of recent literature on education, not only in nursing but also in every other field of study, has emphasized the importance of an “outcomes” based education rather than a traditional “objectives” based model. The former focuses more on an active dialogue between student and teacher where both learn from each other through an open and friendly exchange of ideas, focusing more on practical application to balance out the conceptual discussion. The paper analyses the difficulties, challenges, opportunities, and strengths posed by distance learning, which is seemingly made mandatory with the closure of schools worldwide due to the COVID-19 pandemic, and how these elements and aspects may be used, addressed or leveraged in order to carry out an “outcomes” based style of teaching.
Introduction
What is effective learning? In pre-pandemic society, traditional methods of instruction within the four corners of the classroom were already pockmarked with critiques and criticisms regarding their usefulness and efficacy, or lack thereof, for meaningful and substantial learning. Some of the main lines of critique towards such traditional methods argue that they are too teacher-centric, too linear, and too myopic in the application in that they fail to consider the long-term goal of student instruction and practical application.
The moment the COVID-19 virus became a real and immediate concern to politicians and state officials, people panicked, the movement of people was straitjacketed in significant cities and metropolitan areas around the world, and more importantly, schools were closed. Educational institutions such as universities and school districts had to find a way to bypass the problem of the absence of physical interaction in conducting classes—resorting to bug-ridden Zoom classroom meetings and conferences, and academic requirements published by professors not born into the digital age who were also having a difficult time getting the hang of the ropes of the online world that is the internet.
While the wounds are fresh, the school doors continue gathering dust, and the academe struggles to upright itself after a blow by an unseen enemy, the issue once again rears its head: what is effective learning? Only now the question has appeared in a new context that we have pondered before but have not indeed considered a reality until now: what is effective learning—online?
Effective online learning and instruction
Distance learning offers opportunities for people who seek education would not otherwise be able to participate in traditional classroom settings due to location, time, and resources. Compared to traditional classroom settings, distance learning is said to impose a slew of additional demands on the learner. These range from actual physical demands, such as the possession of a capable device or gadget, to intellectual demands, such as the knowledge of operating the device or gadget in order to comply with academic requirements, and even organizational problems, such as the lack of a coherent, standard plan between learner and instructor. (Pratt, 2015).
Before the COVID-19 pandemic, it was observed that most distance learners were older, who experienced more difficulty in having to use their devices (Pratt, 2015). Now, with an unprecedented problem as system as what we are experiencing now, most if not all students around the world are distance learners, regardless of age.
With this massive shift online, it is a critical question to ask: what are some courses of action that may be undertaken in order to improve distance learning and maintain the spirit of an “outcomes-based” education?
One body of research suggests a highly active support system between learners and instructors (Pratt, 2015). The detailed research found that there were three main issues in distance learning setups: (1) a lack of a “community among the students;” (2) the lack of awareness of the repositories of resources available to the students; and (3) the varying expectations in each class. The research discovered that a feeling of community among students enabled them to achieve better results in academic performance. Strong awareness of what resources are...