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Faculty members acceptance of web-based education
Vicki S Freeman1, David Holcomb, Jean Brickell
1Department of Clinical Laboratory Sciences, School of Allied Health Sciences, University of Texas Medical Branch, Galveston, TX 77555-1140, USA. vfreeman@utmb.edu
Summary
The WebCLS project successfully enhanced clinical laboratory science (CLS) educators' skills in developing online courses. Participants also reported increased collaboration and professional networking opportunities.
Area of Science:
- Medical Education
- Health Professions Education
- Digital Learning
Background:
- Clinical laboratory science (CLS) education increasingly requires faculty skilled in digital pedagogy.
- The WebCLS project aimed to address this need by enhancing faculty capabilities in creating online instructional materials.
Purpose of the Study:
- To evaluate the impact of the WebCLS project on the skills of CLS faculty in designing, developing, delivering, and evaluating web-based instructional programs.
- To assess the personal and professional effects of project participation on CLS educators.
Main Methods:
- A survey was administered to 27 CLS faculty who participated in the WebCLS project.
- The survey included 24 Likert-scale statements and four open-ended questions assessing perceptions of skill development and project impact.
Main Results:
- An 89% response rate was achieved with 24 participants completing the survey.
- The majority of respondents (73%) reported participation at or above the mean in skill improvement, indicating successful enhancement of web-based course development capabilities.
Conclusions:
- The WebCLS project effectively improved CLS educators' skills in web-based distance education course development.
- A significant positive outcome was the expansion of professional networks for participants, fostering sustained interest in curriculum development.