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INTRODUCTION

Distance education was an educational mode supplementary, complementary and

alternative to conventional traditional system of education, depending on the situation it was
practiced. Today it has evolved into an independent system of education, thanks to the growth of
communication technologies and the cognitive sciences which are flexible enough to use the
technologies for pedagogic purposes. It is an educational innovation to meet the ever increasing
and diversified educational needs and demands of the society which are sequel to changing
social, economic, and other conditions on one hand and technological developments on the
other. Communication technology has widened the scope of educational technology and
enhanced the efficiency of educational communication coupled with accuracy and speed of
feedback. As a result of this, it has become possible to offer a variety of educational
programmes to different sections or groups of people through various media of communication.
Alternatively, we can even offer the same in one medium only or in each of the available media,
or through a media mix a to particular target group or to different groups.

DEFINITIONS

Distance education is a broader term both in terms of its denotation and connotation.
Depending upon the knowledge, perceptions and points of view different people have defined
distance education in different ways. It is, therefore, very difficult to arrive at a comprehensive
definition that embraces all its connotations and denotations. Though it is difficult to come out
'with a succinct and universally acceptable definition of distance education, a few definitions
offered by different people on different aspects of distance education would give us a
comprehensive picture of the concept of distance education.

Staff 'Training and Research institute of Distance Education, [GNOU (1995) presented the
definitions of distance education given by Wedemeyer, Moore, Dohmen, Peters and Holmberg
along with a brief and precise comment on each of these definitions. Let us look at these'
definitions and the comments as they present broader aspects forming part(s) of definition of
distance education

“Distance education is education which either does not imply the physical presence of the
teacher appointed to dispense it in the place where it is received or in which the teacher is

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present only on or for selected tasks”. Loi 71.556

du 12 juillet 1971

“Distance education is defined as any learning experience that takes place distance away from
the parent institutions’ home campus or central Head Quarters”.

Keating SB, 2006

“Distance education is defined as students receiving instruction in a location other than that of
faculty.”

Clark CE, 1998

“Distance education is any educational process in which all or most of the teaching is conducted by
someone removed in space and/or time from the learner, with the effect that all or most of the
communication between teachers and learners is through an artificial medium, either electronic or
print.”

UNESCO

ORGANIZATION STRUCTURE OF DISTANCE EDUCATION

OBJECTIVES

1. To provide an effective alternative path to wider opportunities in education and especially in

higher education:

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2. There are different categories of potential learners. There are some who never been able to enter
into any institution of higher learning. There are some who just need additional knowledge in a
particular discipline. There are still others who are in need of refresher courses to cope with the
latest development in their perfection. For all of those there is need for distance learning or
correspondence education

2. To provide an efficient and less expensive education:

Provision of universal schooling is beyond the means of our country. Increasing

population and limited resources is the predicament of our educational planners. It is difficult to
divert huge sums of money in a developing economy to match the required level of expansion for
traditional schooling. Distance education is the only practical alternative.

3. To provide education facilities to all qualified and willing persons:

The objective of correspondence courses is to provide education facilities to all
qualified and willing persons who are unable to join regular university and other courses due to
various reasons. For them, there is an incessant search for an alternative system and that system is
distance education.

4. To provide opportunities of academic pursuits to educated citizens willing to improve their
standard of knowledge:
There are many learners, both young and adults, who cannot afford to join the face-to-face
system of education due to personal and professional responsibilities. For such type of persons,
some provisions have to be made through distance education. Hence, the objective is to provide
opportunities to improve the standard of knowledge and learning through continuing education
while in employment.

5. To provide education facilities to those individuals who look upon education as a life-long
activity:
Distance education facilities are needed for those individuals who look upon education
as a life-long activity or to acquire knowledge in a new area. Because lifelong education is
emphasized for all stages of life. In this context, the report of the National Policy on Education,
1986 is worth- mentioning here.

The NPE-1986 says, “Life-long education is a cherished goal of the educational process. This
presupposes universal literacy. Opportunities will be provided to the youth, housewives, agricultural

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and industrial workers and professionals to continue the education of their choice, at the pace suited
to them. The future thrust will be in the direction of open and distance learning.

PRINCIPLES OF DISTANCE EDUCATION

 Principles of Effective Online Teaching: Show Up and Teach — The necessity of this
statement is borne of the misimpression that the online class “teaches itself.” Since most of
the course is already authored and designed for online delivery, instructors may believe they
simply need to serve as the proverbial “guide on the side” as the students navigate the
learning system. Not true!
 Principles of Effective Online Teaching: Practice Proactive Course Management
Strategies — The online instructor can help create a successful learning experience by
practicing proactive course management strategies such as monitoring assignment
submissions, and communicating and reminding students of missed and/or upcoming
deadlines.

 Principles of Effective Online Teaching: Establish Patterns of Course Activities —

Although the online classroom environment provides tremendous flexibility of time and
place of study, establishing and communicating a course pace and pattern of work can aid
both instructor and student, and alleviate confusion around how the course operates.
 Principles of Effective Online Teaching: 4 Plan for the Unplanned — For those small or not-
so-small occasions when “life happens,” having a strategy for informing students of these
changes can go a long way to maintaining course continuity.
 Principles of Effective Online Teaching: Response Requested and Expected — Timely
instructor feedback is essential for the online learner to manage their learning experience.
Instructors are expected to respond to student inquiries within one business day.
 Principles of Effective Online Teaching: Think Before You Write — Most experienced
online instructors can relay a variety of stories about a dialogue with a student that went
awry due to a misinterpretation or misunderstanding of the intended message. Take special
care to be as clear and concise as possible.
 Principles of Effective Online Teaching: Help Maintain Forward Progress— Students in the
online classroom rely on the timely return of assignment and exam grades in order to
maintain positive forward progress in their studies.

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 Principles of Effective Online Teaching: Safe and Secure — Using the institutionally
supported learning management system provides increased degrees of security and
confidentiality and keeps “institutional business” within the appropriate confines.
 Principles of Effective Online Teaching: Quality Counts — Instructors need to establish
strategies for addressing the quality of the online learning experience, including content
resources, instructional design strategies, and systems performance.
 Principles of Effective Online Teaching: (Double) Click a Mile on My Connection — As
with many aspects of the online classroom, the technological infrastructure plays a critical
role in determining student and instructor satisfaction.

COMPONENTS OF DISTANCE EDUCATION

1.Sources of Knowledge

2. Design of Courses

3. Course Delivery

4. Interaction via Technologies

5. Learners in Different Environments

6. Outcomes Monitoring and Evaluation

7. Management and Administration

 Sources of Knowledge
 A source of knowledge that is to be taught and learned
 Responsibility for deciding what should be taught in an educational program goes to the
organization providing the program.
 Design of Courses
 A subsystem to structure source of knowledge into materials and activities for students that
we will call courses.
 Content, or subject matter, does not make a course.
 Requires not only the content expert but also instructional designers who can organize the
content according to what is known about the theory and practice of information
management and the theory of learning.
 Course Delivery
 Another subsystem that delivers the courses to learners

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 No single technology is optimal for delivery of every kind of message to all learners in all
locations.
 Interaction via Technologies
 Classification of Technology
o Recorded technologies: CD-ROM
o Interactive technologies: Audio-conference
 Always desirable to have at least one recorded technology
 The interactions between instructors and students will be based on issues and questions
determined by the course designers.
 Learners in Different Environments
 Students must consciously train themselves in disciplined study habits.
 They must find their own times and places where they can study comfortably by scheduling.
 Most designers believe that courses should be organized into short, self- contained
segments, with frequent summaries and overviews.
 Outcomes Monitoring and Evaluation
 A subsystem that monitors and evaluates outcomes so that interventions are possible where
failures occur
 Feedback and evaluation mechanisms are vital because if any part of the system breaks
down, the whole system is in jeopardy; potential problems have to be identified before the
breakdown occurs.
 Management and Administration
 An organization with a policy and a management structure to link these different pieces.
 Managers are responsible for all the subsystems that lead to the design, delivery, and
implementation of the program.
 Courses have to be designed a considerable time in advance of the actual teaching of the
course
 Administrators must ensure that money, personnel, and time are managed so that courses are
produced on time and numerous work tasks fit together.

CHARACTERISTICS OF DISTANCE EDUCAETION:

 The separation of the teacher and the learner.

 Loss of possibility of two way communication.
 There is little oral instruction.

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 No fixed classroom.
 Learning is on individual basis.
 Involves use of multimedia approach, postal coaching and education through radio and
television.
 Learning is on part time basis

NATURE OF DISTANCE EDUCATION

o In distance education, an institution teaches. The teacher prepares the learning

material from which he himself may never teach. Another teacher may use the
material and evaluate students work.
o The goal of linking learning materials to learning is at his center of the
organizational structure.
o It gives new meaning to the concept of the independence of the adult learner.
o Management skills are essential

NEED & IMPORTANCE OF DISTANCE EDUCATION IN INDIA

Distance Education gets overwhelming response in India. However, even in this system, the actual
aim of providing quality education is getting replaced by the aim of making more money from
students by the institutes. The universities running distance education need to ensure the quality of
higher distance education as we don’t want to look back and take a fresh start again. Following are
top needs & importance of quality distance education in India:

 Rapid growth of education: With the advancement of education & technology, it is almost

impossible to incorporate new changes through formal education.
 Population: The unimagined growth rate of population has declined the chances for formal
education to educate each and every student.
 Geographical limitations: Students who live in places which are geographically isolated find
it tough to take education through regular manner.
 Qualification improvement: Distance learning offers possibilities to candidates who want to
enhance their qualification while being in their present jobs.
 Desire to work & study: If you’re capable of earning while learning then it is the most
favourable advantage you have with distance education.
 Education for all ages: Distance education is for people of any ages.

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 Financial Circumstances: Distance learning is also highly accepted in India because of

financial & family responsibilities of many young candidates.
 Faster Promotion: Studying for higher education while working may result in high and
improved knowledge and skills which ultimately enhances your chances of promotions.
 Flexibility factor: Flexible education is what everyone wants and distance learning offers
you the same.

Needs of Distance Education in Nursing:

 Distant education can provide opportunities to learn without being in a classroom
 Those nurses who are working in remote areas and have no facilities for higher
education
 Those who are already working in and cannot be relived from their duties by their
institutions, because of shortage of nurses or other reason
 Those who feel at they cannot cope with regular course with in a specific time, the can
continue their study at their own place.
IMPLICATIONS FOR IMPLEMENTATION OF DISTANCE EDUCATION
Though the concept has achieved wide acceptance in theory, in practice it still falls far short of
theory. This is so because the implementation of lifelong education has sweeping implications for
learners and learning processes, teachers and the instructional methods, educational institutions and
evaluation of lifelong learning. Knapper and Cropley (1985) discuss these implications in detail. A
summary of details of these implications are presented below.
Learners and learning processes Distance Education: Concept and Scope All learners acquire
education through formal, informal and non-formal processes of learning, when they are engaged in
different activities in their life, though the proportions of time spent on particular kind of activities
may differ from learner to learner. Provision of such comprehensive activities or experiences
requires curricular restructuring with proper vertical and horizontal integration of the curricular
experiences covering all forms of education in the day to day life andacross the life of all kinds of
learners - full-time and part-time, conventional and nonconventional, old and young, and so forth.

Teachers and instructional methods: For promoting lifelong learning among the heterogeneous
group of learners the instructional strategies employed should be substantially different and
diversified to suit to their age, background, experiences, knowledge, etc. Cheap, individualized and
mass instructional strategies and methods that impose less physical constrains of time and locations

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of learning that link education and work needs to be used for instruction. In tune with these,
redefining the changing roles and responsibilities of teachers and promoting the acceptance of these
are very crucial in this context of reforms.
Educational institution: 'The change in the nature and character of teaching and learning
processes and methods, the change in the roles and functions of teachers and learners have their
own implications for educational institutions. This would involve a transformation of existing
institutions and/or starting of new kind of institutions. Practical problems and difficulties in
bringing about changes or in transforming admission policies and procedures, provision of
teaching-learning facilities. achieving coordination among different units in the institutions and
among different institutions, and in planning, financing and administering different tasks are to be
taken into account.
Evaluation: Since the lifelong education involves a transformation of educational institutions, more
particularly institutions of higher learning, it calls for innovative approaches to evaluation of the
learners, teaching-learning processes, programmes, procedures and the system/institutions as a
whole. This would help in reviewing, redirecting and furthering reforms in the system of lifelong
education.

APPROACHES OF DISTANCE EDUCATION

SYNCHRONOUS APPROACH:
The participants in the same space at the same time in order to attend to thematerial of teaching. All
the students should assemble before the TV or Broadcast to receive instructional material. It is more
closure to traditional class room.
E.g: IGNOU lecturers are delivered through TV channels like Gnan Dharsan and INC is
conducting contact classes for Ph.D nursing via videoconferencing at six centres in
India
Advantages:
1. Lectures and lesson are delivered at same time to distant places, which ensures
uniformity in delivery systems.
2. Enhances Group building
3. Facilitating Brain-Stroming and decision making.
4. Co-operative learning.
5. Promotes skill in discussion among learner
6. Feeling of Social isolation is reduced.
7. Discussion is possible in terms of written words.

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Disadvantages:
1. Scheduling same time to multiple participants would be difficult.
2. Requirement of greater Financial and personnel resources.
3. Adult learner will have heterogeneous in qualification and understanding would
make difficult to prepare contents.
4. Cannot be suitable for learners from different time zones.

ASYNCHRONOUS APPROACH:
The instruction is delivered at different points of time usually recorded videos,print materials etc.
Learners have freedom to receive the instruction at their own time,space and pace.
E.g: Most of the universities follow this system by sending text materials, recorded
multimedia materials to distant learner by post or email.

Advantages:
1. It does not require the participants share the time or space to contribute to or
benefit from instructions.
2. Tailored to individual need and meeting individual differences.
3. Suitable to all learners living different time zones.
4. Individual can read and understand the content at his own pace.
5. Recorded lectures and printed text materials will be viewed number of times which enhances
retention of learning.
6. Learner can clarify their doubts through emails/post.
7. It is good for learner who has learning disabilities.
8. Online discussion boards will enhance interaction among learners.

Disadvantages:
1. Social isolation of learner.
2. Lacks active interaction.
3. Cost is higher.
4. Lack of immediate clarification and evaluation of contents.

CONCEPT OF DISTANCE LEARNING

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Distance learning (education) is a modern system of non- formal education. It is

imparted through correspondence or postal courses, contact, electronics media like radio, television,
video and audio cassettes etc. and other audio - visual aids.

SCOPE OF DISTANCE EDUCATION

Distance education is aimed at teaching, guiding and supporting the students in all
locations through well designed lecture scripts supported by teachers, personal contact programs,
response sheet assignment and electronic media. Distance education made its humble beginning as
correspondence education in the conventional/ traditional institutions and used only print as
medium of instruction. NOW distance education ~institutions evolved into independent,
autonomous organizations such as Open Universities offering open education through multimedia
instruction. Distance education which was conceived and offered as a supplementary and
complementary to conventional traditional education evolved into an alternative and almost parallel
means of education as well. With advancements in communication and educational technology, and
development of distance education system as a whole, there has been an enhancement in
accessibility, equality and quality of education for all.
Distance education at present has lot of potential and scope to provide for
educational needs and demands of all those individuals:

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 who do not have access to conventional education;

 who are deprived of proper educational facilities
 who could not continue their education in conventional institutions;
 who are unemployed and want to continue their education from their homes itself; '
 who are employed and want to improve their educational qualifications;
 who want to undergo professional training and orientation;
 who want to pursue general, vocational or professional or technical education outside
conventional system;
 who are physically, economically, geographically and socially disadvantaged and the like; a
 who are engaged themselves in organized and unorganized sectors

THINGS TO REMEMBER DURING DISTANCE LEARNING

Distance learning has arisen as a boon for the education system in India, now
due to distance education most of the peoples even from the rural areas are also able to continue
their studies and complete that without any extra pressure. Distance education or learning is a mode
of education where teachers and students are away from the traditional classroom setup, it could be
online learning or weekend classes. This mode of education enables us to study, attend classes even
from our home and we can also interact with our teachers, professors via virtual world. In this kind
of education system the teachers and students get connected by latest technology consists of
internet, satellites, computers and other devices. It enables us to take classes from any place, even in
some cases the recordings of lectures are also available.

There are some things that students tend to ignore generally, but these are the vital things
of any distance education, without these things it could be very difficult to pursue your education
via distance learning, some of them are listed below.

Accreditation: When you are choosing any course make sure that the program is accredited by the
authorized body and the university is also a recognized one.
Scope of the program: The program you are choosing has enough career scope for you. Always get
detailed information about the course that you want to pursue, always make a list of courses
maximum 3 to 4 and get detailed information about them the course which has better career
prospect than others need to be chosen.

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Faculty: Always get detailed information about the faculty, because the faculty is going to teach
you, what you need to know is their track record, their behavior, their way of teaching, their past
results etc. These things help you to analyse about the faculty.
Interaction: The interaction between you with your faculty and fellow students is an important
aspect of distance learning, try to figure out the number of opportunities that the university provides
you to interact with your faculty and fellow students, if it has been done online then it will be very
good for you and others because the interaction will take place without any traveling.
Tutorials: If the university provides video or audio or both kind of tutorials then it would be a plus
point for you, you can learn about the course via recorded lectures.
All these things are general but most of the times students ignore these aspects, so if you are going
to pursue any program through distance learning then keep these aspects in your mind. 

BENEFITS OF DISTANCE EDUCATION

 It is flexible.
 There is the potential for increased access to more experts in the field.
 Institutions can benefit financially.
 Distance education programs can act as a catalyst especially if the instructor is
knowledgeable and skilled.
 Distance education can also provide a broader method of communication
 Communication appears to increase in distance education amongst students and their
professors, as well as students and their classmates.
 Present-day online communication allows students to associate with accredited schools and
programs throughout the world that are out of reach for in-person learning.
 By having the opportunity to be involved in global institutions via distance education, a
diverse array of thought is presented to students through communication with their
classmates.

ADVANTAGES & DISADVANTAGES OF DISTANCE EDUCATION

Disadvantages of Distance Education
Of course there are Cons of distance education and some of them are as follows:
 Social Isolation: In distance education learners often study alone. However, this
impersonality has been shrinking with technological advances

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 Lack of Immediate Feedback: In distance education you can’t get real time feedback from
the students and teachers

 Advantages of Distance Education

Some important advantages of distance learning are as follows:
 Study at your own way.
 Distance Education is Flexible
 Distance Education provides Speedy and efficient training.
 Learner can overcome social and cultural barriers.
 Combines education with work.

VARIOUS NAMES FOR DISTANCE EDUCATION

Distance education in India is called by various names. Some of them are:

 Correspondence Courses
 Correspondence Education
 Extension Courses
 Distance Learning
 Open Learning
 Virtual Education
 Online Education

Correspondence Courses & Education or Learning:

Correspondence/ Distance Learning (ODL) system is a system wherein teachers and

learners need not necessarily be present either at same place or same time and is flexible in regard
to modalities and timing of teaching and learning as also the admission criteria without
compromising necessary quality considerations.

Mostly people take distance mode for higher education while they are working. Their
main motive behind opting the distance education is to upgrade skills and put the same into practice
at work. But it doesn’t mean that student who is not currently working can’t take the distance
course. Distance education is inexpensive and provides opportunities to aspirants to enhance their
qualification and growth in career options. Due to growing demand of distance education, many
educational institutions has started distance learning courses. Working class as well as Million of

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students opt this mode of education. In India, it is offered by many reputed institutions/Universities.
Distance learning courses starting from certificate level to postgraduate level can be done by the
students. Courses are offered in the field of technology, management, etc.

Extension Courses:
An extension program is a department within a college that offers classes to local residents
interested in learning new skills or information. Extension programs were designed to educate entire
communities. Unlike four-year universities and colleges, and community colleges, extension
programs aren’t completed for credit. Individuals who enroll in this kind of program take classes
purely to advance their knowledge in a subject. Because extension programs don’t grant degrees of
any kind, classes are informal and flexible.
Open Learning:
In an effort to expand learning opportunities, some universities offer open courses in a variety of
subjects. These courses, referred to as massive open online courses, do not have fees and have the
same content offered to enrolled students. Methods of instruction may include videos, audio
lectures, reading and online forums. Some courses may require quizzes and essays as part of the
instruction, but this will vary, depending of the type of course. Depending on the school or course
provider, a student who satisfactorily completes a course may receive a certificate of completion.
Virtual education:
 1.Courses taught entirely online, where physical distance between teacher and student is
immaterial. Learn more in: The Impact of Technology on School Leadership
 2.Another name for e-learning, but referring more to electronically aided learning conducted
without any face-to-face components. Learn more in: Could Educational Technology
Replace Traditional Schools in the Future?
 3.Online-based education. Learn more in: Technology Paved the Road for Students in a
High-School Dropout Recovery Program to an Online College Class
 4.Education through ICT tools, also called E-learning, now also called U-learning
(education any where), still in development. Learn more in: Contributions of Collaborative
and Immersive Environments in Development a Remote Access Laboratory: From Point of
View of Effectiveness in Learning
Online education:
Computer-based training, Web-based training, Internet based training, online training, e-
learning (electronic learning), m-learning (mobile learning), computer-aided distance education -
online education goes by many names and comes in a variety of styles, but at its core.

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“Online education is electronically supported learning that relies on the Internet for teacher/student
interaction and the distribution of class materials.”

From this simple definition comes an almost infinite number of ways to teach and learn
outside of traditional classrooms and away from college campuses. With online education, students
can turn anywhere with Internet access and electricity into a classroom. It can include audio, video,
text, animations, virtual training environments and live chats with professors. It’s a rich learning
environment with much more flexibility than a traditional classroom.

TYPES OF DISTANCE EDUCATION PROGRAMMES

Majority of teaching and learning takes place in the class room and there is a personal interaction
between the teacher and the students.
Video conferencing and broadcasting:
It combines a television picture with audio or computer transmission. The video image can be
real time or freeze frame, with the cost of transmission directly proportionate to the sophistication
of equipment. The visual image is often carried on telephone, microwave or fiber optic lines and
enhances the audio-conference or computer correspondence. Video-conferencing configurations are
either one way video and two way audio or two way video and two way audio. Equipment is
required at both the origination and the receiver sites to enable the videoconferencing facility.
Audio conferencing:
Instruction transmitted over phone line is referred to as audio conferencing. A teacher located at
the origination site, not necessarily a classroom, interacts with students in one or more receiving
sites. Courses to be offered through this medium must be selected carefully to ensure they can
effectively delivered without live video. It is good if students are encouraged to identify themselves
and their location when they speak during the audio class sessions. Student should be oriented to the
use of microphone or speakerphone. Because the teacher is unable to identify nonverbal cues,
teaching strategies should include more questioning to determine class understanding of content
being addressed. The minimum number of students per site is 8 to 10 and the maximum should not
exceed 35 to 45 students.
Computer Conferencing:
It uses the computer to establish a network on maintenance or file server in which an unlimited
number of individuals can communicate with each other using personal computers linked by a

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Local or Wide Area Network or Modems. It may be used as an adjunct to any campus courses or as
the

communication support for the courses offered totally on the World Wide Web. It is a medium that
supports many to many student interactions without requiring participants to be gathered in a central
place at a specified time. Personally directed email messages also can be sent only to selected
individuals.
Web-based course development:
Web-based teaching and learning requires a learning management system, computer access to
the web by faculty and students, technological support through the use of instructional support staff
and training sessions for faculty and students who are not familiar with the system. Multiple
learning activities are available through the internet, such as real time chat rooms when students and
faculty meet at a prearranged time and discussed topics or review questions about course
assignments. Asynchronous entries (occurring at various times) about selected topics provide the
students and faculty with opportunities to discuss topics and present their ideas and views on them.
Clinical courses and distance education:
Faculty develops the clinical courses including skills laboratory courses. Students are assigned to
clinical laboratories for the acquisition of assessment and clinical skills as well as to health care
agencies for supervised clinical practice. They are under the supervision of faculty members who
either directly supervises a group of students in the clinical setting or coordinate student
preceptorships, where students are assigned to qualified staff nurse preceptors.
With careful planning, it is possible to provide clinical experiences for students enrolled in
courses through videoconferencing or teleconferencing and web-based instruction. Assignments,
examinations, pre and post-conferences can also take place through technology and can be
synchronous and asynchronous. The faculty can be hired or the institution faculty can travel to
support and supervise the students.
When hired, setting standards for the qualification of the preceptors, orienting the preceptors to
the curriculum, the course and the role of preceptors and providing guidance to them is very
important. Supervising preceptors, developing a communication network, participating with
preceptors and students in the assignments of grades and evaluating and revising the program is
mandatory.

CURRENT STATUS OF DISTANCE EDUCATION IN NURSING

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Current status of distance education in nursing The following discussion is based on an analysis of
data collected from the universities in South Africa in 2011. A structured questionnaire consisting
of twelve items was distributed electronically y to all the nursing departments. Nursing colleges and
schools which do not offer distance education programmes due to their educational mandate to
present clinical programmes were therefore not included in the investigation. Of the 22 universities
with nursing departments, four currently present programmes through distance education. Of these
four universities, only one (UNISA) is a designated distance education institution. The other three
universities are contact universities. None of the Universities of Technology have distance
education programmes. In some instances, contact universities provide decentralized rather than
distance education programmes, since educators offer face-to-face courses at decentralized venues.
All distance education programmes are post-basic programmes and are presented at certificate,
diploma and degree level.
The certificate programme that was reported is an advanced university certificate in wound care.
Diploma programmes are either advanced university diplomas or postgraduate diplomas that lead to
qualifications in:
 Nursing education/health sciences education (3 universities);
 Nursing management/health services management (3 universities);
 Community nursing (2 universities);
 Clinical nursing science, health assessment, treatment and care (2 universities).

Baccalaureus degree programmes for registered nurses offered through distance education lead to
qualifications in:
 Nursing education/health sciences education;
 Nursing management/health services management;

Master’s programmes include:

 Master’s in Public Health, which is open to other health-related disciplines as well;
 Master’s degree in Nursing.
All doctoral programmes in South Africa follow the British model with no course
work, but an extensive supervised research project. Such research-oriented doctoral programmes in
which students are expected to work independently with minimum guidance from supervisors can
be done successfully on a distance education basis. Although a number of undergraduate

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programmes are offered, the main focus was identified as being the postgraduate programmes
(Master’s and Doctoral Programmes).
List of programme Conducted By Open Universities(IGNOU) Through Distance Education in
Nursing
o BSc (N), Post Basic
o Post Graduate diploma in MCH
o Post Graduate diploma in Hospital and Health and Management
o Diploma in Nursing Administration
o Certificate in Health care waste management
o Certificate in Competency enhancement for ANM/FHW
o Certificate programme in new born and infant care

FACTORS TO BE CONSIDERED IN DEVELOPMENT OF A DISTANCE EDUCATION

PROGRAMME IN NURSING

 Needs assessment: External factors and Internal factors

 Health care system
 Receptiveness of community and target group
 Support of councils and apex bodies in terms of recognition and accreditation
 Congruency of distance education program with Mission, philosophy, organizational frame
work of parent organization.
 Academic infrastructure, Clinical facilities, faculty expertise and resources availability.
 Economic feasibility.
 Financial planning
 Cost effectiveness of the program
 Clear financial plan
 Self sufficiency
 Curriculum
 Congruency of the curriculum with regular programs of parent institution
 Comparability with other similar programmes.
 Delivery model
 Type of delivery system
 Rationale of choosing particular model

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 Cost related to the system

 Learning needs of students
 Faculty expertise
 Faculty development programmes
 “User friendly” for faculty and students
 Teaching and learning theories and Nursing values
 Preserving nursing values “caring, communications, professional socialization, moral and
ethical values.
 Evaluation methods
 Type of evaluation plan
 Relevancy of evaluation method to delivery system and objectives.

ROLE OF DISTANCE EDUCATION IN DEVELOPMENT OF NURSING

It can provide opportunity to:

 Those nurses who are working in remote areas and have no facilities of higher education.
 Those who are unable to join regular courses due to various reasons.
 Those who are already working and cannot be relieved from their duties because of shortage
of nurses and other reasons.
 Administrator
 Educator
Those who feel that they can’t cope with regular courses within specific time

JOURNAL ABSTRACT

 Prof. Annamart MJ Oosthuizen, (University of South Africa); Prof. Gisela H Van Rensburg,
(University of South Africa), Distance Education In Nursing ,Trends in Nursing Vol. 1, Issue 1,
201 http://fundisa.journals.ac.za http://dx.doi.org/10.14804/1-1-19

Abstract: The nursing profession is challenged to meet evolving health care needs of
populations, while maintaining the standards and integrity of the profession. Limited resources
in health care and nursing education compelled the nursing profession to embrace distance
education as a way of upgrading the qualifications of large numbers of nurses in a timely
manner without disrupting service delivery. All distance education programmes in nursing are
post-basic programmes and are presented at certificate, diploma and degree level. Accessibility

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to higher education for further studies and affordability are primary purposes of distance
education programmes for nurses. An increased participation of local and international private
higher education institutions in distance education, a diverse body of learners and the impact of
technology on teaching, learning and assessment further contributed to a shift in delivery within
contact and distance education institutions. The dynamic changes in society demand that
qualified people return to higher education to keep abreast with innovation and change. Distance
education provides opportunities to combine family and work responsibilities while engaging in
continuous professional development. Despite the advantages, distance education in higher
education is confronted with challenges that relate to student support, lack of computer literacy
and inaccessibility of electronic media and the Internet in some areas. Scientific writing and
reading skills, a reading ‘culture’ and study skills are often lacking in the students. Remedial
teaching in this regard could be a problem, especially where students do not have easy access to
communication media. Education is a major key to leadership development and the development
of the nursing profession. The modern knowledge-driven society requires that people upgrade
their knowledge and skills in order to remain competitive and competent in a fast-changing
environment. Distance education is a suitable way of ensuring opportunities for all to engage in
continuous professional development and lifelong learning.

Cheryl Holly (Associate Professor and Director), Doctor of Nursing Practice Program,
University of Medicine and Dentistry of New Jersey School of Nursing, “The Case for Distance
Education in Nursing” NJMS-UH Cancer Center Newark, NJ 07107 USA,hollych@umdnj.edu

Abstract: This paper presents the case for increased distance education course offerings in
nursing education as a way of addressing the United States shortage of nurses and to meet the
call from the National League for Nursing to increase informatics content in the nursing
curriculum.

 Dr. Belgin Boz Yuksekdag: The Importance Of Distance Education In Nursing, Anadolu
University, Yunus Emre Campus, 26470 College of Open Education, Testing Research Unit,
Eskisehir, TURKEY.

Abstract: Nursing that the reason of its essence arises from social requirements is a practical
discipline. It requires knowledge and skills. This knowledge and skills must be updated with
developments in the health field. However, because of their living conditions, nurses cannot
continue the formal education. Distance nursing programs provide flexibility to them. In this

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study will be handed the importance of distance education for nursing and the attitudes of nurses
towards distance nursing programs.

CONCLUSION

Since from the inception, Distance education programme in nursing remain controversial in

India. Although welcomed by many nurses, accreditation and recognition issues relating to this
programme leading to slow progress. Distance learning offers new opportunities for nurses who
are seeking basic or advanced degrees, certificates, or lifelong learning for professional
development.

BIBLIOGRAPHY

 Bhaskar Raj E.Text Book of Nursing Education. Second edition. EMMESS Medical
Publishers. Bangalore. 2015. 322-323
 K P Neeraja, (2009)Text book of Nursing Education, Published by Jaypee, New Delhi.
Page No:363-397
 R Sudha,(2013) Nursing Education Principles and Concepts, Published by Jaypee, Delhi.
Page No:315-317

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