This is my final academic blog post….so I thought I would do it as a personal reflection.

As a so-called “adult- learner”, diving into this degree program has been like trying to ride a unicycle while juggling flaming torches - a real adventure!

I've had to wrap my head around new content and jump back into the world of nursing after a solid decade away from the profession. To add to this, everything was strictly online, which was about as familiar to me as speaking Chinese.

But - the Community of Inquiry framework (COI), this well-designed tool, has been my course facilitator's trusty sidekick, helping me navigate these uncharted academic waters.

The Community of Inquiry (COI) a theoretical framework and a pedagogical model that represents a process of creating a deep and meaningful learning experience through the development of three interdependent elements: social, cognitive, and teaching presence1. It is designed to offer adaptable, supportive, collaborative, and engaging ways of learning through both process and content, fostering a sense of community and belonging within the course.

COI ensures a connection between students' connections to the content and meaningful connections to the instructor ensuring learners have a deeper and more meaningful experience within the class, and the content taught will become more applicable, emotionally and intellectually connected to the learner. 

Reflecting on Zoom's capabilities, which enhance teacher presence, I am struck by how it bridges the gap between instructors and myself, creating a sense of immediacy and engagement that can sometimes be difficult to achieve in virtual environments. Features like video conferencing and breakout rooms truly enable educators to recreate the interactive and dynamic learning experiences of traditional classrooms. The ability to present complex concepts visually through screen sharing makes abstract ideas more tangible, enriching the learning process for students.

To make it sweet,  you're sitting in your pajamas. OH and thank goodness for recording sessions, right? They're a lifesaver for me with a busy schedule. I mean, who wouldn't want the freedom to hit the replay button on a lecture? It's like having your own personal time-turner from Harry Potter!

I find great enjoyment in journaling (in my book). However, I admit to feeling uneasy about blogging, as it exposes my innermost thoughts to a wide audience. Nevertheless, I recognize that Blogger offers an exceptional platform for Social Presence, allowing students to share their personal reflections and experiences in an interactive manner. The platform facilitates the development of a sense of community, purposeful communication, and the nurturing of interpersonal relationships. 

PAUSE and follow my page

Twyla Bradshaw-Richardson: Blog Reflection One: Comparing Modes of Delivery (tbrdsonhorizon.blogspot.com)

During the last semester, while I was busy discovering just how many ways things could go wrong, I found my lifeline in the form of WhatsApp and our trusty group chats. Amid the chaos, my dear batchmates Jaime, Susma, Rose, Herberlena, Patrice, and Kathleen emerged as my partners in academic survival. It turns out that their support, combined with our shared expectations and communication, played a pivotal role in my growth as a student. Who knew that group chats could be the secret weapon in navigating the treacherous waters of academia? Hence, this is another platform educators can utilize to have accessibility to students and vice versa.  

DROPPING THIS PHOTO OF THE AWESOME GROUP

 

The final element within the COI is cognitive presence; this element enabled me to interact in a meaningful way with the content being taught and to apply this meaning to create connections and to seek real-world applicability of the content that I was learning.  As a novice entering the education arena, I learned about Screencast-O-Matic, which can be used to facilitate cognitive presence and assist instructors in creating detailed, visual explanations of complex concepts. Through screen recordings paired with voiceovers, educators can guide students step-by-step through intricate processes, breaking down barriers to understanding.

I was tasked with doing this as an assignment. In my true Bradshaw sense, I think I made the topic of HIV, which is usually daunting, engaging, and, in my opinion, enables understanding to my audience. FUN FACT a screencast can be also uploaded on YOUTUBE

Check Mines

https://youtu.be/PJV8XWAK-RM

I truly enjoyed the course Instructional Application of Technology it has become evident that how various technology tools, such as Zoom for real-time interaction, Screencast-O-Matic for asynchronous content delivery, Blogger for reflective journaling, and YouTube for accessible multimedia resources, can be strategically integrated into online courses. This integration has the potential to enhance each element of the CoI framework, thereby enriching the overall learning experience for both learners and educators alike.

 

 Reference

1.

Swan K, Garrison DR, Richardson JC. A Constructivist Approach to Online Learning: The Community of Inquiry Framework [Internet]. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. 2009. Available from: https://www.igi-global.com/chapter/constructivist-approach-online-learning/23488

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Instructional Design Models & Presentation Media

 Introduction

Considering the transformations that have shaped nursing education in the 21st century, it is evident that technological advancements, globalization, and cultural diversity have fundamentally changed the landscape of healthcare and nursing practice. As nursing educators, we must understand these developments to prepare our students for the rapidly evolving healthcare environment. Integrating electronic health records (EHRs) has been a significant advancement, revolutionizing patient care by providing seamless access to comprehensive patient data. This has dramatically improved clinical decision-making and ultimately enhanced patient outcomes, highlighting the immense impact of technology on modern nursing practice. Furthermore, the increasing complexity and connectivity within healthcare systems emphasize the vital need for interprofessional collaboration. Adapting to this shift is crucial, as it has profound implications for care delivery and the dynamics among healthcare professionals. Cultural competence has become a critical aspect of nursing education, emphasizing the importance of respecting patients' diverse values, beliefs, and behaviors. Effective communication and personalized care tailored to individual cultural backgrounds have become essential skills for today's nursing professionals. As educators, we must be mindful of these shifts to adequately prepare our students for the interconnected and diverse healthcare environment they will be entering.

Instructional Context

Nursing educators must recognize that diverse learning environments demand tailored educational strategies. By comprehending the specific contexts in which instruction occurs—whether it be in-person, online, or hybrid formats—educators can feel more prepared and adaptable, crafting more effective and engaging learning experiences.

Design Models

Design models provide a structured framework to address diverse learner needs systematically. Utilizing models such as ADDIE (Analysis, Design, Development, Implementation, Evaluation) allows educators to meticulously plan and execute instructional strategies that accommodate various learning styles and cultural backgrounds. This inclusive approach fosters a sense of consideration and inclusivity, ensuring that all students are catered to. For instance, incorporating multimedia resources can enhance understanding for visual learners while fostering inclusivity by presenting content in multiple languages or culturally relevant examples.

Learning Objectives

Learning objectives must be specific, measurable, achievable, relevant, and time-bound (SMART). This ensures that each aim is clear and attainable for all students, regardless of their background or prior knowledge. Good learning objectives include an understanding of international healthcare systems and practices. This global perspective prepares students to work in diverse settings and collaborate with healthcare professionals worldwide and be culturally sensitive.

Lesson Plan

Recognition of instructional context, design models, and appropriate learning outcomes and incorporating these into lesson plans, nurse educators can prepare students to deliver culturally sensitive care, thereby improving patient outcomes across diverse populations. Allowing the nurse educator to create structured yet flexible lesson plans that not only impart knowledge but also foster critical thinking and adaptability among nursing students

Incorporating technological advancements into lesson plans enhances student engagement and prepares future nurses for a healthcare environment increasingly reliant on digital tools. Effective lesson plans should encompass international case studies and cross-cultural healthcare practices to provide students with a more global perspective. Cultural diversity within the classroom itself necessitates teaching strategies that are inclusive and culturally sensitive. Lesson plans should integrate diverse cultural contexts into their scenarios and discussions, helping students develop cultural competence—a crucial skill in providing patient-centered care in today's multicultural societies.

References

1.Thorne SE. Nursing education: Key issues for the 21st century. Nurse Education Today. 2006 Dec;26(8):614–21.

2.Whitehead D. Nurse education in the future: Will one size fit all? Nurse Education Today. 2005 May;25(4):251–4.

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Blog Reflection One: Comparing Modes of Delivery

Hey there!

I'm Twyla, an ambivert with a passion for planning and coordinating unforgettable events. I'm a dedicated registered nurse, midwife, and public administrator, and the guiding force for my family!

↑↑↑ My first textbook when I initially registered for the UWI online program. ↑↑↑

Being a proud member of Generation X, I’m a digital immigrant, constantly adapting to new technologies as they come along. Enrolling in UWI’s online learning program turned out to be quite the adventure, testing my patience and resilience. Picture this: me, grappling with the basics of digital tools, feeling like a fish out of water. 😕

Mastering the educational platform, uploading assignments, and diving into discussion forums, felt like climbing a digital Everest. Frustration was my frequent companion as I wrestled with these "simple" tasks. Yet, every small victory—like successfully submitting an assignment—boosted my confidence 💪. Slowly, what once felt alien became second nature. 

I learned the value of persistence and the importance of seeking help. Tutorials and peer assistance became my lifelines. As I grew more competent with digital tools, new avenues for creativity and collaboration opened up. Tools like Google Docs turned group projects into seamless adventures, bridging any physical distance. Mastering software like PowerPoint and Canva made multimedia presentations way less intimidating 👏👏.

Reflecting on my journey from novice to a more confident user, I realized it wasn't just about acquiring technical skills. It was about fostering adaptability and embracing lifelong learning—a mindset crucial for thriving in our digital world. Though I still have much to learn about technology, this journey promises endless discoveries.

                                             

MODES OF DELIVERY: MY TWO CENTS

Hey there, remember when Covid-19 turned the world of education upside down?  

It was like a wild rollercoaster ride as educational institutions had to swiftly shift from traditional face-to-face classes to virtual ones, and then embrace the blended learning approach. It was a true test of adaptability and innovation, and while it presented its merits it also had challenges and shared some commonalities, it was a defining moment that revolutionized the way we approach education.

In-person learning provides a structured environment with defined times and physical locations, fostering spontaneous interactions, direct communication, and immediate feedback (1). The palpable dynamics between students and instructors significantly enrich the learning experience. However, challenges such as bullying and violence, limitations of conventional teaching methods and uniform instructional approaches, and the difficulty of providing timely feedback in larger class settings underscore the inherent constraints of this modality (1).

On the other hand, online learning offers unparalleled flexibility in terms of temporal and spatial constraints, granting students the ability to access course materials virtually anywhere (1). The fusion of technology in our modern, technology-driven world represents an advancement worthy of acknowledgment. Nonetheless, it also presents challenges such as inadequate internet connectivity, digital illiteracy for teachers and students and unequal access to digital infrastructure, which have been identified as factors contributing to diminished academic performance and the perpetuation of pre-existing disparities in accessing higher education (1). In a recent study, it was discovered that the effectiveness of online learning hinges on a variety of crucial components, such as students, educators, learning resources, and the technology utilized. On the flip side, the study also shed light on some drawbacks of online learning, including challenges related to student discipline, access to the internet, and social interaction. So, while online learning offers great flexibility, it's essential to address these potential hurdles in order to create an engaging and effective learning experience for all (2).

Furthermore, blended learning, which combines in-person and online elements, offers flexibility and personalization; this approach aims to harness the strengths of each modality (3). Its dual nature combines the immediacy and interpersonal interaction of traditional classroom settings with the convenience and accessibility of digital platforms.  However, successful implementation requires effective coordination between educators and students and a robust technical infrastructure to support the different learning modes to avoid redundancy or gaps in instruction(3).

All three learning modalities aim to make acquiring knowledge and skills an engaging experience through well-structured curricula. Instructors are the heroes here, guiding students with instructional content, offering feedback, and creating environments that spark intellectual growth. No matter how the lessons are delivered, assessment methods and engagement techniques are key to making learning effective and enjoyable.

Choosing the right delivery mode depends on several factors. According to goal four of the seventeen sustainable development goals, quality education should be inclusive, equitable, and promote lifelong learning opportunities (4). So, the chosen mode must ensure inclusivity and equity for both learners and educators while encouraging a passion for lifelong learning.

References

1. 

Chisadza C, Clance M, Mthembu T, Nicholls N, Yitbarek E. Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic. African Development Review [Internet]. 2021 Mar 31;33(S1). Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8250490/

2.

Hermanto YB, Srimulyani VA, Hermanto YB, Srimulyani VA. The challenges of online learning during the covid-19 pandemic. Jurnal Pendidikan dan Pengajaran [Internet]. 2021 Apr 25;54(1):46–57. Available from: http://repository.ukwms.ac.id/id/eprint/32845/

‌3. 

Atwa H, Shehata MH, Al-Ansari A, Kumar A, Jaradat A, Ahmed J, et al. Online, Face-to-Face, or Blended Learning? Faculty and Medical Students’ Perceptions During the COVID-19 Pandemic: A Mixed-Method Study. Frontiers in Medicine. 2022 Feb 3;9.

4.

 United Nations. Goal 4: Quality Education [Internet]. The Global Goals. 2023. Available from: https://www.globalgoals.org/goals/4-quality-education/

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