Carolyn Farrell

Intentional actions that reflect a culture of compliance build trust in the community and on campus.  The outcome of those actions creates an environment for student success.

The stagnant delivery of education content is no longer appreciated or applicable. The variety of options available, for example Anatomy in 4D can create an enhanced learning environment, stimulate meaningful classroom discussions and brings images from a flat page into the dimensional world.  Just thinking of how the heart and it'scomplex pathway from deoxygenated blood to oxygenated blood is so confusing for students.  It would be so much easier for students to understand in a 4D image. This technology adds excitement to the learning objectives.

MR - hybrid, seems a better solution to isolated learning environments being experenced due to the pandemic.  The educator must commit to self immersion before requiring students to participate. I can see where the increased sesnory stimulation woul be a distraction to some studnets, espeically until they become comfortable with the high level of interaction. One of the most impressive benefits is the worldwide connectivity that overcomes language barriers.

AR can be used effectively to enhance learning and stimulate students engagement and recall/retention of the material. Education must remain focused on objectives to meet accreditor requirements and provide standardization.  Within the framework, if AR is utilized effectively, it will enhance learning, improve problem solving and promote critical thinking all in a controlled environment that allows for risk free student mistakes.  In nursing education when patient lives are at risk, allowing students to practice in AR builds confidence and competencies before practicing in the live medical environment.

Our students are experiencing the effects of learning in isolation, even though all faculty are using Microsoft TEAMS, ZOOM or Big Blue Button for synchronous sessions during each course. Using VR, MR and AR could enhance collaborative learning. However, with students learning from home, the technology requirements would be cost prohibitive. When students return to campus after the COVID pandemic, the budget would only allow for a few headsets. Having enough equipment for an entire class seems unrealistic.

In Nursing education we already use high fidelity manikins to simulate various disease processes and test student ability to recognize signs and symptoms. We are using a "virtual hospital" to provide students with safe practice situations before their face to face experience with patients.  These tools have created opportunities for enhanced learning and also serve to improve student confidence.

Behaviors demonstrated in the online environment are very similar to those we encounter in a traditional classroom. It may take a bit longer to identify the behavior types, but the management of the behavior itself is consistent regardless of where the teaching occurs.

I found it very interesting to see the characteristics of online learning styles - avoidant, competitive and dependent. These are much different than the in person styles encountered in a tradiitonal classroom environment. We adapt learning to accommpdate kinesthetic, visual amd auditory learners. It is equally important to identify learning styles for online participants and provide appropriate interventions to enhance learning.

The instructor-student relationship is critical in the online environment. Frequent, meaningful interaction that is student specific can build trust, rapport and support student engagement.

Student success will hinge on successful navigation within the CMS. Hosting an orientation prior to the start of the course is beneficial and can increase student confidence. The orientation can also resolve any connectivity issues and prevent students from getting behind in the course.