Distance learning students in -communities of practice-

Abstract

The purpose of this study was to understand the impact of the distance learning programme on learning processes in nursing education. It was the purpose to highlight the differences and similarities in the traditional nursing programme vs. the distance learning programme. Empirically, the article builds on a comparative study of two Danish nursing schools and three different nursing classes, including one based on the distance learning programme. The three different nursing classes cover the ways of studying in nursing education in Denmark. Observations were conducted with the classes as a whole. Interviews were conducted with 7 students from the distance learning programme, 6 from the traditional programme and 5 from the credit transfer class. The interpretative approach was selected to form the background of this study. The observation, as well as the interview guide was formed on the basis of Etienne Wengers theory: “Learning in communities of practice”. The analysis was based on concepts from the same theoretical background, as the observations and interviews. Findings from the study show that the distance-learning students have a selective and targeted way of engaging in communities of practice. Findings in relation to age, to being well prepared and feeling responsible for own learning, in relation to doing a self study and to knowledge forms, seem to have precise relevance for the differences between the ways of studying in nursing education.