The Wild Frontier of Distance Learning in Health and Biological Sciences Janell Lang, EdS, Owens Community College, Toledo, Ohio President, National Network.

The Wild Frontier of Distance Learning in Health and

Biological Sciences

Janell Lang, EdS, Owens Community College, Toledo, OhioPresident, National Network of Health Career Programs in Two-Year

Colleges

Anne Loochtan, PhD, Cincinnati State Technical and Community College, Cincinnati, Ohio

President-Elect, National Network of Health Career Programs in Two-Year Colleges

AACC Annual Meeting, April, 2008

How long has distance learning (DL) been around?

At least since the early 1800s, with the advent of the

Penny Post...DL was also known as “correspondence

courses”Daily Alta California of July 14, 1855, shown below, from Google

Images

For many years, correspondence schools were not well-respected in the US, but were the only available form of

education for people in geographically isolated areas, especially in the late 19th and early 20th

centuries.Distance Learning Faculty

In the early to middle of the 20th century,

Canadian and Alaskan outback residents used either correspondence

and/or radio or sent their children out to boarding schools.

We will not be suggesting that all instruction should be delivered in a DL format. However in order to increase access (especially for rural populations), to meet the needs of over-committed students, employers and consumers of health care, this issue cannot be ignored.

Definition 1:“After the birth of the USDLA in 1989, the Los Alamos National Laboratory organized and sponsored the First Annual conference on Distance Learning…[where they

defined distance learning as] structured learning that takes place without the physical presence of the instructor.”

Geographical

separation

Definition 2:“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.

Geographical

separation

Definition 3:“What is distance education? Distance education comes in many different shapes and sizes. Distance education uses a variety of technologies to connect teachers and students outside of traditional settings. Students "attend" courses while at home, at work, a nearby campus, or even the library, while the instructor is located elsewhere in regards to space and time. Credit and non-credit courses, workshops, seminars, and continuing education are all offered at a distance. Sometimes distance learning courses are referred to as E-learning courses. This definition includes courses offered 100% at a distance as well as courses that might require some campus attendance. Another definition used is Web based course. This refers to courses delivered over the Internet. Usually, these courses do not require campus attendance.” Geographi

cal separation

Courses vs. programs A word about support courses

DL Models

• single courses in support disciplines (i.e. core courses, biology, chemistry, general education courses, etc.) • courses in disciplines • hybrid courses (partial distance learning, partial on-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)

Types of Distance Learning in Health Care and Science

Programs

• Health career programs specifically require the development of physical skills. Most of these skills must be performed and evaluated in order to determine competency.

• However this 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 or office, with specific competencies that must be completed and documented by trained preceptors.

•Entire program offered at a distance-separated from the college by geographical distance.•All lectures, labs and clinicals offered close to the student.•May still be hands-on labs, but separated by geographical distance

Model 1:

College Distance Students

Lec Lab Clin

ExamplesSinclair Community College Radiology program delivered at Hocking Technical College

Columbus State Community College-Nursing Program

Owens Community College-CIM Program

Model 2

LecLab Clin

•Part of the program offered at a distance-generally lecture portion offered online or combination of media, separated from the college by geographical distance.•Labs and clinics offered on the college campus or within the college’s geographical service area

College Distance Students

Example

Columbus State Community College-Nursing Program (local students)Owens Community College-Nursing Program (local students)

Model 3

LecLab

•All lecture offered at a distance, separated from the college by geographical distance•Some labs offered on the college campus, some prepped at a distance•Clinicals (for health programs) offered where the student lives

Lab Clin

College Distance Students

ExampleBiological science courses at CSTCCHIM CSTCCComputed Tomography CT) Certificate at OCC

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

Yes….

…and no

Lab Resources

Prep via books, texts, articles Lab on campus Home-labs for lower-level science

courses

But there are great resources available

http://www.athomescience.com

http://www.esciencelabs.com/

Examples of ID Technology:

IpodsVideo StreamingPodcastsSocial NetworkingLab Packs

Accreditation Issues

The Myths and the Realities of Accreditation of DL Courses and

Programs

National League for Nursing Accreditation Committee

(NLNAC) Standard I: Mission and Administrative Capacity. For nursing education units engaged

in distance education, the additional criterion is applicable:

Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit.

Commission on Dental Accreditation (CODA)

Accreditation Standards for Dental Hygiene Education Programs

There are no DH standards that specifically address distance learning since it is a delivery method for the curriculum. Programs have the freedom to select how best to deliver the curriculum as long as it does not adversely impact meeting those standards.

Joint Review Committee on Education in Radiologic Technology

(JRC/ERT)Radiography, Radiation or MRI

Identifies the following as substantive change(s): Addition of an alternative learning

option(s) that includes: Weekend, evening or part-time tracks Distance delivery of four (4) or more

radiological science didactic courses (excludes the general education component of the curriculum)

JRC/ERT Cont.

A currently accredited program that is adding another “track” would be required to: Submit a “Substantive Change” and include

with it an explanation of the change, how the curriculum will be modified due to the change, and how the program will continue to meet the Standards.

Explain how the clinical component would be arranged and supervised for a student in the distance location.

American Health Information Management Association

(AHIMA) There are no additional standards

for HIM Programs or Courses offered in a distance learning format.

The Council on Accreditation for the Cancer Registrars

Association (NCRA) There are no additional standards to be met for Cancer Information Associate Degree or Certificate Programs which are delivered via distance learning.

NCRA has mandated, effective 2010, a minimum of an associate degree to be eligible to take the certified tumor registrar exam.

Commission on Accreditation in Dietetics Education (CADE) Distance Education Didactic Instruction:

Instruction provided when a teacher and student are separated by physical distance and when technology (such as voice, video, data and print) is used to bridge the instructional gap.

When more than 30% of the professional level didactic courses are offered via distance education, it must be recognized by CADE within the program’s scope of accreditation.

CADE Cont. Distance Education Supervised Practice:

Planned learning experiences in which knowledge, understanding and theory are applied to real-life situations with preceptors in settings geographically distant from the sponsoring institution.

When 90 or more of the 450 supervised practice hours are provided to at least one student within his/her geographic area distanced from the program’s base, it must be recognized by CADE within the program’s scope of accreditation.

Commission on Accreditation of Physical Therapy Education

(CAPTE) CAPTE does not accredit any programs

that are offered exclusively in a distance learning format.

According to CAPTE rules programs must seek approval from CAPTE in the delivery of courses to online or videoconferencing methods for 25% or more of the professional curriculum.

Further changes in delivery format of each 10% or more of the professional curriculum must also be submitted for approval.

Programs must submit an Application for Approval of Substantive Change (AASE) prior to implementation of these changes.

Respiratory Care (CoARC)Commission on Accreditation of Allied Health Education Programs (CAAHEP)

Multiple Program or Curriculum Designs When more than one design is used to develop the

same practitioner competencies, the program must use program resource and outcome assessment to demonstrate that all such program variations result in equivalent graduate outcomes.

The program should demonstrate that the teaching methods are valid for all students, that the evaluation systems are equivalent, and that the graduates of all program designs are equally competent. An example of multiple program design is the addition of distance learning to traditional instructional methods.

Winter 2007-StatsOrganization # health

courses & biology

Estimated health/science students in DL

Total DL Students

Total Students in College

Cincinnati State 42 756 unknown 8,900

Columbus State 73 1,825 11,550 22,000

Owens 58 health only 758 8,000 19,347

Ohio State None found None found 1,776 50,000

BIO-4009-40 GENERAL MICROBIOLOGY OC OC BIO-4015-40 ANATOMY AND PHYSIOLOGY 2 OC OCBIO-4016-40 ANATOMY AND PHYSIOLOGY 3 BIO-4018-40 PHARMACOLOGY OC OC BIO-4020-40 FUND OF PATHOPHYSIOLOGY OC OCBIO-4071-40 CONCEPTS OF BIOLOGY 1 HPB 112 BIO-4073-40 CONCEPTS OF BIOLOGY 3 HPB 110 BIO-4074-40 HUMAN DISEASE OC OC FST-4747-40 FIRE BEHAVIOR & COMBUSTION OC OC FST-4748-40 PRINCIPLES OF EMERGENCY SVC OC OC HFT-4161-40 Health and Fitness Practicu OC OC HFT-4163-01 Found of Health and Fitness HPB 208 HFT-4183-40 Health and Fitness Internsh OC OC HFT-4818-40 SURVEY ALTERNATIVE MEDICINE OC OC HIM-4411-40 Clinical Abstracting OC OCHIM-4411-41 Clinical Abstracting OC OCHIM-4420-40 Basic Icd-9-Cm Coding OC OC HIM-4420-41 Basic Icd-9-Cm Coding OC OC HIM-4431-40 HEALTH INFO DEPT MGT OC OC HIM-4432-40 ALT HEALTH RECORD SYSTEMS OC OC HIM-4453-40 Quality Assessment in Him OC OC MCH-4001-42 INTRO TO HEALTH CARE SYSTEM OC OCMCH-4002-40 Informatics in Health Care OC OC MCH-4806-43 Medical Terminology 1 OC OC MCH-4807-01 Medical Terminology 2 ATLC 320 MCH-4807-41 Medical Terminology 2 OC OC MCH-4816-40 Health and Wellness Promoti OC OC MCH-4840-40 ORIENT TO THE HEALTH RECORD OC OC MCH-4841-40 UNIT COORDINATOR PROCEDURES OC OC MCH-4882-40 LAW AND ETHICS FOR HEALTH C OC OC MCH-4886-40 QUALITY ISSUES IN HEALTHCAR OC OC SSM-1000-40 DISASTER PREPAREDNESS FOR H OC OC

Cincinnati State WI08 Course

Offerings (duplicates removed)

AdvantagesGreater numbers of students servedExpansion of locus of serviceReduction of duplication of effortsProvision of educational opportunities to underserved areas which cannot afford cutting-edge laboratories and facultyRetention of graduates in underserved areasAvoidance of small local market saturation, e.g., CIM Program can reach several Midwestern states, not just Ohio

Challenges

Faculty Patience Costs Time = Money Labs Equivalent Perception/Supervision for

Clinical Education Experiences Unions

Challenges Cont.

Gen Eds, Sciences and Dev Ed Student Readiness Student Support Student Services High Stakes Testing

Conclusions

Investment, both human and financial, in distance learning initiatives will result in significant returns for community colleges and the students and communities they serve

Contact Information Janell Lang, Assistant Director, Faculty

Development, Owens Community College, [email protected]

Anne Loochtan, Assistant Dean, Health and Public Safety, Cincinnati State Technical and Community College, Cincinnati, Ohio, [email protected]

http://www.nn2.org