“Embracing the Distance: Blended Learning Challenges & Solutions in

Preparedness”Sharon A. R. Stanley, Ph.D., RN, RS, OCPHP Program Director

Cheryl L. Engle, M.A., Learning Environment Manager

Why this curriculum for PHNs?

• To enable Public Health Nurses (PHN) to control their practice destiny in disasters

• To build discipline-specific competence in disaster practice

• To strengthen computer literacy skills through a blended learning environment (e.g., learning management system [LMS] and distance based practice)

Collaboration is Key

• Building Competencies– Delphi Study– Inclusive mindset

• Generating and confirming awareness of PHN practice role in disaster – For ALL of the Team– Speaking circuit (local – state – national)– Word of mouth– Ongoing and various program evaluation– Networking, networking, networking…

The “Relaxed” World of PHNs • PHNs wear multiple

hats, especially in smaller health departmentsClinics, immunization,

newborn visits, hearing/vision screenings, Bureau of Children with Med Handicaps (BCMH), family planning, abstinence programs, tobacco, blood pressure, TB, head lice, small grant programs, communicable disease, PREPAREDNESS

Theory of Transactional Distance (Moore, 1972)• Defined…..– Conceptually describes the “….universe of

teacher-learner relationships that exist when learner and instructors are separated by space and/or time”

– Constructs a typology of relationships with:• Modes of instruction• Learner-teacher interaction• Self-directed learning

– Variables affecting TD• Dialogue• Structure• Learner autonomy

LEARNER

Transactional Distance

Learner-Instructor

Learner-Content

Learner-Learner

Learner-Technology

Transactional Distance

Communication

TeacherLearner

Content Interface

Interaction

How PHN bridged the gap of ‘Transactional Distance’

• Modes of interaction

– Learner-content– Learner-learner– Learner-teacher– Learner-technology

• Blended curriculum for PHNs

– Hiking Workshop (6-hrs CE) – ExploreSurge Trail Guide (44hrs CE)

– Train the Trainer VODcasts

Key Actions for Preparedness Population• Advantages of blended learning strategies

– An ability to enhance internal didactic conversations (Holmberg, 1986)

– Critical thinking (Garrison, Anderson, and Archer, 2001)

– Computer-mediated learning (Moore, 1997)– Instructionally designed to enhance the PH

community of practice (Anderson, Rourke, Garrison & Archer, 2001)

• Increases content retention• Enhances knowledge construction• Increases student motivation & satisfaction

• Appeals to diverse adult learning styles– Situated learning (Lave & Wenger, 1991)– Multimodal content is tactile, visual, and auditory

Multimodal Media

• OCPHP’s video repository located at

http://vod.cph.ohio-state.edu

Play snippet of Vbrick

vodfile from laptop

(per Mike Blankenship’s instructions)

Evaluation / Findings• Traditional Course

Evaluation

• Pre-test – Post-test for Knowledge

• Self-Reported Competency Confidence

• Word of Mouth/Enrollment

The Neverending Story

In Summary• Discuss the collaboration necessary to

grow a program to the national level.

• Delineate key actions that enable a PHN population to take courses/train courses.

• Define blended learning in a Train-the-Trainer environment .

• Determine steps necessary for program based-based curriculums delivered in a blended learning environment.

Contacts

Sharon A. R. Stanley, PhD, RN, RSProgram DirectorOhio Center for Public Health PreparednessCollege of Public Health, The Ohio State University1212 Kinnear RoadColumbus, OH 43212Office: 614.292.5524Email: sstanley@cph.osu.edu  

Cheryl L. Engle, MA, PhD CandidateLearning Environment ManagerOffice of Workforce Development College of Public Health, The Ohio State University1212 Kinnear RoadColumbus, OH 43212Office: 614.688.4493Email: cengle@cph.osu.edu

Questions & Answers (Q&A)