Faculty Members Acceptance of Web-based Education

Vicki S. Freeman; David Holcomb; Jean Brickell; Karen Chandler; Phyllis Muellenberg

doi:10.29074/ascls.17.2.88

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Vicki S. Freeman, PhD, CLS(NCA)⇑
1. is Professor at University of Texas Medical Branch, Galveston TX
David Holcomb, EdD
1. is Professor at Baylor College of Medicine, Houston TX
Jean Brickell, EdD
1. is Associate Professor, University of Kentucky, Hogard KY
Karen Chandler, MA CLS(NCA)
1. is Associate Professor, University of Texas-Pan American, Edinburg TX
Phyllis Muellenberg, MA
1. is Associate Professor, University of Nebraska Medical Center, Omaha NE

Address for correspondence: Vicki S Freeman, Professor and 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 assess the effect of the WebCLS project on clinical laboratory science (CLS) faculty members including improvement of participating CLS educators' skills in designing, developing, delivering, and evaluating interactive, Web-based instructional programs.

DESIGN: A survey was developed that included 24 statements related to respondents' perceptions of how their participation in the project: a) improved their course development skills, b) developed their evaluation skills, and c) affected them personally. Four open-ended questions asked the respondents to comment on the project's effect on their traditional course development skills, plans for future usage of WebCLS-produced course materials, the most beneficial outcomes of their participation, any problems that participation in the project caused them, and any unexpected positive or negative outcomes that could be attributed to their participation.

SETTING: The survey was sent to 27 individuals who had participated in the project.

RESULTS: Twenty-four participants completed the survey for an 89% response rate. The mean response was 6.82 (S.D. 2.32) with sixteen respondents' (73%) reporting participation at the mean or above.

CONCLUSION: Overall, the WebCLS project accomplished its objective of improving CLS educators' Web-based, distance education course development skills. One of the most positive outcomes of the project was the survey respondents' belief that their participation in the project expanded their contacts with colleagues in CLS education as well as with instructional design experts, computer programmers, and other technical support personnel. Furthermore, this outcome prompted several participating faculty to report that this enhanced collegial relationship will sustain their interest in curriculum development over time.

ABBREVIATIONS: CLS = clinical laboratory sciences; WebCLS = Web-based education in clinical laboratory sciences.