Topic: Online LearningOrder DescriptionResearch and report on some of the problems arising from online learning in tertiary education and some solutions to these problems.The table of content includes abstract, introduction, findings, discussion, conclusion and recommendations.the report must also contain some graphs or piecharts or statistics wiith citations too.You need to discuss at least one independent nursing intervention in your essay.For any collaborative nursing interventions you use you must discuss the nursing responsibilities and actions in relation to this collaborative intervention.Medications cannot be both of your chosen collaborative interventions for a problem. If a medication is one of your collaborative interventions you must identify an appropriate drug that is likely to be/or has been prescribed by the doctor (in the case options some medications may have already been prescribed). You must also consider and discuss the nursing responsibilities associated with the medication (action, dose, side effects, prevention and management of same, administration requirements, evaluation).Remember assessment is not an intervention and symptoms are not problemsResearch and Writing Guidelines:Spend some time familiarising yourself with the chosen case study. Read the CRA sheet carefully linking it to the case study assessment question.Use references that are primarily peer-reviewed journal articles with some book publications, published within the last seven years. Consumer websites, Wikipedia and websites that are not government-based or related to professional organisations are unacceptable. Examples of acceptable websites include:National Health and Medical Research CouncilState Departments of HealthA critical review of the evidence means synthesising the research literature from different perspectives and arguing that the chosen intervention will benefit the patient.At least 20 high quality academic references, used appropriately, are expected to support the arguments within your essay. References must be valid and contemporary and no more than 7 years old.Use the SafeAssign software on your assignment and include a printed copy of the final report with your assignment submission. Refer to https://blackboard.qut.edu.au/ > NSB022 > Assessment > Assessment Item 2 > Safe AssignFormatting Guidelines:You are expected to present your assignment in a scholarly fashion. It should conform to the following academic conventions. Penalties will apply if these conventions are not adhered to. Use the following points as a check list prior to submissionA fully completed signed assignment minder submission form with correct information including your tutor’s name must be attached to the front of the cardboard envelope for submission to Assignment MinderThe assignment cover sheet is attached to the assignment prior to submission (use the template below)Ensure your cover sheet has your tutor’s name on it.An assessment criteria sheet should be attached for all written assignmentsThe assignment should be stapled in the top left-hand cornerYou may have plus/minus 200 words of the designated word count, this includes in-text references but not the reference list.Include a footer with page numbers “x of y” with your name and student number on all pagesUse a separate page for references. The reference page is not included in the word countA full reference list is required at the end of the assignment and the 1 page list of priority problems.Reference according to QUT, APA conventions only. Please refer to QUT Cite/Write for these referencing conventions.Bullet points and numbering are not appropriate in this assessment itemUse size 12 font, Times New Roman, Arial, or Calibri font and 1.5 line spacing for all assignments, left and right justify, and ensure margins of 2.5 cm on the right and left of the page.Submit your assignment to Assignment minder by the due date. Assessment submitted after the due date without an approved extension will not be marked and will receive a grade of 1 or 0%. Please refer to the Faculty of Health ‘Late submission of assessment’ policy and the ‘Application for assessment/ assignment extension form’ located on the Blackboard site.

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Online Learning

With the coronavirus pandemic spreading around the country, the majority of schools have shifted to online learning as a safety measure for both students and teachers. Everyone has been advised to stay home to avoid catching the highly contagious virus. Although many schools around the country have reopened for in-person learning, online classes have become the first choice for most others. The shift from in-person to online learning is both exciting and challenging. Students and teachers can stay safe at home while still catching up on their learning and teaching, but this requires many adjustments. For students, online learning, if not taken seriously, can turn into a web-surfing session where the student does what they want and ignores other requirements. Given the current situation, Ellen Laird’s article titled ‘I’m Your Teacher, Not Your Internet-Service Provider’ in the Chronicle of Higher Education website couldn’t be more relevant. In the article, Laird argues that students treat their online classes as the rest of the internet, expecting absolute freedom to do what they want and immediate responses to their needs.

Laird’s article summarizes some of the critical differences between in-person and online learning. One of these is the non-verbal cues that students and teachers both benefit from during in-person learning in the classroom. Laird says that in class, students can read her bearing; therefore, she does not need to share a lot of personal information. In the online courses, however, students cannot see their teacher face-to-face. Therefore, the instructor has to give detailed information about their availability or lack thereof. Laird also explains that online classes’ diversity can be challenging because students come from different backgrounds and situations, all of which affect their learning process and ability. Additionally, Laird is concerned about the students disregard for deadlines and consideration of reading materials with online learning. With in-person learning, students take things more seriously and will often dedicate enough time to their work, offering explanations for any missteps and challenges. The article is an honest review and analysis of students’ attitudes to online learning compared to in-person learning.

As an online student, I agree with Laird’s points. Taking classes online reduces the sense of urgency and seriousness of the class. For example, students do not have to get up early and show up for their classes. Physical class presence helps students take their work more seriously. Taking an online class also reduces the urgency to complete and submit assignments. Hearing a teacher remind me in person to present my work or inquire about my progress in class is motivation to do all my work in time or explain why I cannot. Laird also points out that online class forums lose their professionalism, and this is because students begin to treat them as a social platform rather than an academic one. Because students spend a lot of time interacting on social media, they forget that online class forums are not just any other webpage. Students tend to become overfamiliar with both each other and their instructor, which takes away from the seriousness of the class.

Laird’s argument that students treat their online class differently from a brick-and-mortar classroom is accurate with regard to deadlines. Laird writes, “Students in my traditional classes certainly miss deadlines. But they generally regard deadlines as real…..Not so with my online students.” (Laird 1) The main reason for this disregard for deadlines is the lack of urgency and seriousness within online classes that students expect to see in in-person learning. Pearl Jacobs carried out a study into the various challenges that come with online learning, and the findings support Laird’s arguments. Jacobs points out that interaction is essential for success in learning (Jacobs 3). Online classes do not have the same interaction level that would allow instructors to remind students of deadlines as in-person classes would. The minimal interaction in online classes creates a sense of laxity, which makes students disregard deadlines.

Students treat online and in-person classes differently with regard to their expectations of feedback. They expect their online instructors to respond to their questions and concerns immediately, just like a Google search would. However, the reality is that instructors need more time to respond to their students. Laird explains, “The speed of Internet transmission seduces them into seeking and expecting speed as an element of the course.” (Laird 1) These expectations from students are normal, given the quick results they are used to from the internet. Whenever one types in a query into their search engine, they get millions of results within seconds. They expect the same from their tutors, which is obviously impossible. Laird writes, “It takes me a long time to respond thoughtfully to students’ work, particularly their writing.” (Laird 1) With in-person learning, students would expect faster feedback. For example, students can ask questions during class time, which can be answered immediately, unlike online learning, where the instructor could find a large number of questions and concerns, which takes time to sort through.

Laird also explains that unlike in-person classes where students remain mostly formal, online classes tend to take on the over-familiarity that students are accustomed to when using the internet. Many students are used to spending a lot of time on social media and other online platforms where they interact informally, which lulls them into thinking that their online classes are a similar space. Laird explains that “The egalitarian atmosphere of the Internet chat room transfers rapidly and inappropriately to the online classroom” (Laird 1). This issue goes back to the idea of interaction that Jacobs analyzed. With in-person learning, Students see their professor’s authority from their interaction. As Laird says, seeing her graying hair and mode of dress would show her students that she is not a peer but an instructor (Laird 1). One-on-one interaction between instructors and students asserts authority, and lack of this interaction with online learning erodes the authority and respect accorded to the teachers.

Students also treat learning materials very differently in online learning compared to in-person classrooms. This applies to materials such as handouts ad textbooks. Online learning avails all the learning materials in electronic form, making it easy for students to click on a button and download what they need. However, many online students do not make use of such resources (De Paepe, et al. 130). As Laird highlights the difference with in-person learning, writing, “In traditional classrooms, students do not pick up or download only the handouts that appeal to them; most do not try to begin the semester’s final project without instruction in the material on which it is based.” (Laird 1) Online students in comparison, only make use of the materials which appeal to them, resulting in shallow learning and inability to complete their assignments as expected.

In conclusion, online learning is very different from the brick-and-mortar classroom. Although students are expected to put the same effort into their learning regardless of the instruction mode, this is rarely the case. Some of the significant differences between online and in-person learning arise with deadlines, learning materials, overfamiliarity, and unrealistic expectations. Before taking up online learning, both students and instructors need to be aware of the challenges that come with different modes of learning so that they can adapt accordingly. Works Cited

De Paepe, Liesbeth, Chang Zhu, and Koen Depryck. “Online language teaching: Teacher perceptions of effective communication tools, required skills and challenges of online teaching.” Journal of Interactive Learning Research 29.1 (2018): 129-142.

Jacobs, Pearl. “The challenges of online courses for the instructor.” Sacred Hear University. (August 2013). Retrieved from https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1007&context=cj_facLaird, Elle. “I’m Your Teacher, Not Your Internet-Service Provider.” WebCT.3 January 2003. Retrieved from http://celt.cui.edu/celt/webct_for_instructors/Laird_Article.htm

Topic: Online Learning

Order Description
Research and report on some of the problems arising from online learning in tertiary education and some solutions to these problems.
The table of content includes abstract, introduction, findings, discussion, conclusion and recommendations.
the report must also contain some graphs or piecharts or statistics wiith citations too.

You need to discuss at least one independent nursing intervention in your essay.
For any collaborative nursing interventions you use you must discuss the nursing responsibilities and actions in relation to this collaborative intervention.
Medications cannot be both of your chosen collaborative interventions for a problem. If a medication is one of your collaborative interventions you must identify an appropriate drug that is likely to be/or has been prescribed by the doctor (in the case options some medications may have already been prescribed). You must also consider and discuss the nursing responsibilities associated with the medication (action, dose, side effects, prevention and management of same, administration requirements, evaluation).
Remember assessment is not an intervention and symptoms are not problems
Research and Writing Guidelines:
Spend some time familiarising yourself with the chosen case study. Read the CRA sheet carefully linking it to the case study assessment question.
Use references that are primarily peer-reviewed journal articles with some book publications, published within the last seven years. Consumer websites, Wikipedia and websites that are not government-based or related to professional organisations are unacceptable. Examples of acceptable websites include:
National Health and Medical Research Council
State Departments of Health
A critical review of the evidence means synthesising the research literature from different perspectives and arguing that the chosen intervention will benefit the patient.
At least 20 high quality academic references, used appropriately, are expected to support the arguments within your essay. References must be valid and contemporary and no more than 7 years old.
Use the SafeAssign software on your assignment and include a printed copy of the final report with your assignment submission. Refer to https://blackboard.qut.edu.au/ > NSB022 > Assessment > Assessment Item 2 > Safe Assign

Formatting Guidelines:

You are expected to present your assignment in a scholarly fashion. It should conform to the following academic conventions. Penalties will apply if these conventions are not adhered to. Use the following points as a check list prior to submission

A fully completed signed assignment minder submission form with correct information including your tutor’s name must be attached to the front of the cardboard envelope for submission to Assignment Minder
The assignment cover sheet is attached to the assignment prior to submission (use the template below)
Ensure your cover sheet has your tutor’s name on it.
An assessment criteria sheet should be attached for all written assignments
The assignment should be stapled in the top left-hand corner
You may have plus/minus 200 words of the designated word count, this includes in-text references but not the reference list.
Include a footer with page numbers “x of y” with your name and student number on all pages
Use a separate page for references. The reference page is not included in the word count
A full reference list is required at the end of the assignment and the 1 page list of priority problems.
Reference according to QUT, APA conventions only. Please refer to QUT Cite/Write for these referencing conventions.
Bullet points and numbering are not appropriate in this assessment item
Use size 12 font, Times New Roman, Arial, or Calibri font and 1.5 line spacing for all assignments, left and right justify, and ensure margins of 2.5 cm on the right and left of the page.
Submit your assignment to Assignment minder by the due date. Assessment submitted after the due date without an approved extension will not be marked and will receive a grade of 1 or 0%. Please refer to the Faculty of Health ‘Late submission of assessment’ policy and the ‘Application for assessment/ assignment extension form’ located on the Blackboard site.