Introduction
Today, it is wrong to neglect the idea of technological progress and its spread over the field of education. Online or e-learning turns out to be a popular activity around the whole world with a number of unique characteristics, advantages, and the possibility to overcome barriers of physical distances and time management. At the same time, educators find it helpful to use a virtual learning environment. This type of environment introduces a collection of platforms to promote teaching and learning activities across the Internet, educational courses, and online tasks (Jain, 2015). There are many reasons for the importance of a virtual learning environment, including interaction development, self-dependence, fast access to external sources and embedded content, and practice. However, along with benefits and positive effects, its limitations and challenges cannot be ignored. This paper aims at discussing the use of virtual learning environments in nursing and recognizing the limits in nursing education regarding current needs, requirements, and expectations.
Main body
Despite the expected benefits and improvements in nursing education due to the use of virtual learning environments, this practice may create a number of challenges for students and teachers. In addition to the necessity of high-level digital literacy, participants have to consider certain organizational and emotional issues. Personalized learning remains a serious challenge for many academic facilities (Skiba, 2016). The field of nursing is characterized by the development of specific skills, effective motivation, and awareness of outside factors that may influence the maintenance of professional and interpersonal relationships. Online learning decreases the importance of these qualities because of the possibility to avoid face-to-face contact with people and neglect some communication rules and social obligations. Another limit of nursing education is the balance between connected and unconnected lives (Skiba, 2016). One of the goals of education is to explain to students how to use personal experience, reflect on different events, and behave in accordance with expectations. Not all educators and platforms can promote these practices.
Regarding the needs of students and the resources available to educators, the creation of virtual learning environments becomes a solution to several important problems and limitations. Every year, new types of virtual learning environments are offered to academic facilities. For example, Modular Object-Oriented Dynamic Learning Environment, also known as Moodle, is based on sound pedagogical principles (Jain, 2015). Eduism is another platform that introduces a 3D virtual world where classrooms can be connected through their interactive whiteboards (Jain, 2015). In fact, a variety of virtual platforms is impressive, and teachers can use them to track the progress of students, inspire teamwork, and promote enthusiasm. Though nursing education is limited in its cost, training importance, security, and technological support, the worth of virtual learning environments cannot be ignored as it offers the answers to many organizational questions.
Conclusion
To conclude, the connection between nurses and the virtual learning environment is evident. Due to the existing limits in nursing education and the inability to take into consideration all personal and professional needs of nursing students, teachers have to think about the alternatives that can encourage knowledge and never challenge students. However, the main limitations of nursing education through virtual learning environments cannot be removed. When students have access to distant learning, multiple sources, and tasks, they can easily be lost in a variety of the material, technology discomfort, and the lack of concentration.
References
Jain, P. (2015). Virtual learning environment. International Journal in IT & Engineering, 3(5), 75-84.
Skiba, D. J. (2016). On the horizon: Trends, challenges, and educational technologies in higher education. Nursing Education Perspectives, 37(3), 183-185.