Some argue that traditional learning is better because is the only way to maintain a fluid and solid learning process. This is the second entry in a two-part series talking about the key differences between nursing programs that are online and “on the ground” (another way to refer to a traditional campus).
If you still aren’t sure which type of program is right for you, this chart is a more visual take on the different offerings of each.
Online versus traditional nursing programs: Part 1This is a guest blog post written by one of our instructional designers.
Take an Online Tour of Northeastern's Direct Entry-Hybrid Nursing ProgramWhile we encourage you to visit us in person to learn about our Direct Entry-Hybrid Nursing Program in Boston, we know there are only so many hours in a day.
3 Reasons to Consider a Direct Entry Nursing ProgramIf you're thinking about going back to school to become a nurse, you're probably familiar with terms such as baccalaureate nurse, nursing prerequisites and hospital clinical rotations. I believe that the greatest asset of the online classroom is its technological potential to engage students with remarkable new teaching strategies that are sometimes impossible to emulate in an on-ground classroom. While this may be possible, it’s my assertion that two minimum components are required in order for educators to ensure that their students receive the best learning experience.
Now that we’re out of the “technological dark ages,” students are better enabled to translate my book suggestions into an immediate learning experience—all thanks to modern technology. A second and equally valuable educational tool is the use of personal video technology, which I use often to enhance instruction. For example, I recently created a video entitled, “The History of Science” for a graduate class. In another course, on History and Popular Culture, I use a green screen so that I can incorporate background images behind me to make the content more engaging for the students. It accomplishes what is sometimes missing with an online instructor—a connection to his or her personality.
In my videos, I often open up about myself and sometimes I include family members in the discussion.
Throughout my teaching career I’ve discovered my own radical truth; student outcomes are directly related to how well the instructor engages the class.


Online learning tools and techniques—including fully online courses, blended learning, mobile learning, game-based learning, and social networking—are some of the newest and rowdiest children in the family of higher-education resources.
Subscribe now for instant access to this article and thousands of others, data tables, and interactive charts — all available exclusively for Chronicle subscribers. However, students seem to prefer the online learning model and in most cases obtain better results (when comparing the same courses online vs.
In general, on-ground classes consist of an instructor lecturing in front of a class for a certain period of time and students going home to study on their own for exams. Now you can experience our site from the comfort of your couch with our new online guided tour!
Over the past four years I attempted to evolve my own teaching techniques in ways that enable students to gain the most out of our digital classroom. It requires (1) an active teaching presence and (2) leveraging the latest developments in technology.
The unlimited and immediate access to research that technology affords students makes for a powerful learning experience. In my videos I discuss key topics, course expectations, and I provide a little information about myself and my approach to the subject. Plus your subscription includes weekly print or digital delivery of The Chronicle and The Review and the Chronicle iPad® Edition.
Many times, instructors lecture the content and convey much of the information that students need to know in order to pass the class, leaving less of a need for students to read the textbook on a regular basis. These types of classes typically do not contain a face-to-face component where an instructor tells students what they need to know to pass an exam. When teaching I attempt to accomplish the first component through my forum philosophy and the second component through my personal videos approach. In 1884 he wrote a book, “Methods of Historical Study,” which described how he taught history to male graduate students at Johns Hopkins University and to female students at Smith College. It was usually late at night, so the next day I would walk to the library (often in the snow because it was in Ohio) and see if the library had it available.


This supports my belief that what really matters is that the instructor must provide a tangible social presence that’s mediated by technology.
It’s only a tool, but it holds incredible potential for educators who are actively present and constantly interject the human element into the online classroom. Sometimes instructors expect students to learn much of the information by reading books and coming to class prepared to discuss the material. The lectures tend to be shorter and cover less detail than an on-ground class, and instructors tend to be more of a guide, directing students to important resources that contain the learning material instead of explaining everything themselves.
Now that you’ve made this big life choice, you have many more decisions left before you can actually start nursing school. He wrote, “The comparative method of reading and study is followed by means of assigning to individual members of the class separate topics, with references to various standard works. I will share a related piece of knowledge, link the student to another resource, and then ask a unique follow-up question.
When executed properly and with personal passion, I believe that the online classroom in many ways can transcend traditional forms of education. Instructors typically clarify difficult topics in lectures or cover important subjects in more detail, but they expect that students will read the textbook and ask questions about any confusing material. I use this approach consistently for all my students and they’re required to research information and complete their answers by Sunday.
A couple of weeks later the book arrived and by that time I often forgot why I was so interested in reading it in the first place. It’s my hope that this personal touch encourages students to open up in return and share their opinions and ideas throughout the class. Check out the Online vs Offline College Students Infographic to find out more on the debate online vs offline learning and the points you need to consider to get a conclusion.



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