A Qualitative Assessment of Systematic Instructional Design Training by CLS Faculty Members

Vicki S Freeman; Carol Larson; J David Holcomb

doi:10.29074/ascls.18.4.248

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Vicki S Freeman, PhD CLS(NCA)⇑
1. is Professor and Department Chair, Department of Clinical Laboratory Sciences, University of Texas Medical Branch, Galveston TX
Carol Larson, MSEd CLS(NCA)
1. is an Assistant Professor, Division of Clinical Laboratory Science/Medical Technology, University of Nebraska Medical Center, Kearney NE
J David Holcomb, EdD
1. is Associate Dean, Allied Health Programs, Director, School of Allied Health Sciences. Baylor College of Medicine, Houston TX

Address for correspondence: Vicki S Freeman PhD CLS(NCA), Professor and Department Chair, Department of Clinical Laboratory Sciences, School of Allied Health Sciences, University of Texas Medical Branch, Galveston TX 77555-1140. (409) 772-3056, (409) 772-9470 (fax). vfreeman{at}utmb.edu

Abstract

OBJECTIVE: To determine the perceived value clinical laboratory science (CLS) faculty members gave to their participation in workshops on the use of a modified systematic instruction design (SID) model to develop curriculum and on-line courses.

DESIGN: A survey assessing the perceived value of SID training was sent to 27 CLS faculty members. The survey asked the respondents to assess the value of the training that they received in developing their skills in Web-based, distance learning course development and teaching, and expanding their skills in traditional course development and teaching. The eight components of SID were listed and the respondents rated each component as to its value to them on a 5-point Likert scale of 5 = very valuable to 1 = not very valuable. In addition to rating the value of each SID component, the respondents were asked if they would like more training in any of the eight components.

RESULTS: A majority of the18 respondents (67%) reported that the training in SID was valuable to them. A strong majority of the respondents indicated that their training in goal and instructional analyses (96%), media selection (94%), and aligning objectives, assessments, and instructional strategies (94%) were valuable to their distance education programs and their traditional teaching skills.

CONCLUSION: Faculty members who actively participated in SID training valued their new skills in developing distance education courses as well as improving their traditional teaching activities. Research is needed on the effect these new teaching skills have on student learning.

ABBREVIATIONS: CETs = content expert teams; CLS = clinical laboratory science; SID = systematic instructional design; WBE = Web-based education; WebCLS = Web-based education in clinical laboratory science.