Student Perceptions Of An Online - ERIC
Student Perceptions of an OnlineMedical DosimetryProgrambyNishele LenardsA Research PaperSubmitted in Partial Fulfillment of theRequirements for theMaster of Science DegreeinEducationApproved: 2 Semester CreditsDr. James LehmannThe Graduate SchoolUniversity of Wisconsin-StoutAugust, 2007
iiThe Graduate SchoolUniversity of Wisconsin-StoutMenomonie, WIAuthor:Lenards, Nishele D.Title:Student Perceptions of an Online Medical Dosimetry ProgramGraduate Degree/ Major: MS EducationResearch Adviser:James Lehmann, Ed.D.Month/Year:August, 2007Number of Pages:73Style Manual Used: American Psychological Association, 5th editionABSTRACTThe University of Wisconsin – La Crosse offers the first web-based medical dosimetryprogram in the nation. There is no data to research a program of this type. This researchconsisted of the evaluation of other distance education programs including healthprofession programs in addition to face-to-face medical dosimetry programs. There wasneed to collect and analyze student perceptions of online learning in medical dosimetry.This research provided a guide for future implementation by other programs as well asvalidated the University of Wisconsin - La Crosse program. Methodology used consistedof an electronic survey sent to all previous and currently enrolled students in theUniversity of Wisconsin – La Crosse medical dosimetry program. The survey was bothquantitative and qualitative in demonstrating attitudinal perceptions of students in theprogram. Quantitative data was collected and analyzed utilizing a five point Likert scale.Qualitative data was gathered based on the open-ended responses and the identifyingthemes from the responses. The results demonstrated an overall satisfaction with this
iiiprogram, the instructor, and the online courses. Students felt a sense of belonging to thecourses and the program. Considering that a majority of the students had never taken anonline course previously, the students felt there were no technology issues. Futureresearch should include evaluation of board exam statistics for students enrolled in theonline and face-to-face medical dosimetry programs.
ivTABLE OF CONTENTSABSTRACT. iiList of Tables . viChapter I: Introduction. 1Statement of the Problem. 4Purpose of the Study . 4Assumptions of the Study . 4Research Questions. 5Definition of Terms . 5Limitations of the Study . 6Methodology . 7Chapter II: Literature Review . 8Chapter III: Methodology . 27Subject Selection and Description . 27Instrumentation. 28Data Collection Procedures . 30Data Analysis. 30Limitations . 31Summary . 31Chapter IV: Results. 32Item Analysis. 33Chapter V: Discussion . 38Purpose and Objectives . 38Data Collection. 38
vLimitations . 39Conclusions. 40Recommendations . 42References. 44Appendix A: Benchmarks for Success in Internet-based Distance Education . 54Appendix B: Cover Letter for Survey. 56Appendix C: Implied Consent Form. 57Appendix D: Survey of UW-L Online Medical Dosimetry Program. 59Appendix E: Data Collection and Analysis . 64
viList of TablesTable 1: General content of a web-based classroom .13Table 2: Description of key players in a distance education program . 21Table 3: Common student perceptions in online learning surveys .23Table 4: Survey results – satisfaction with the instructor .33Table 5: Survey results – satisfaction with online courses .34Table 6: Survey results – satisfaction with online medical dosimetry program .34Table 7: Survey results – interaction with instructor and students .35Table 8: Survey results – comparison to face-to-face courses .37
1Chapter I: IntroductionThe University of Wisconsin – La Crosse (UW-L) has the first and only onlinemedical dosimetry program in the nation. Medical dosimetry is a specialized field withinradiation oncology. Medical dosimetry students learn how to calculate and generateradiation dose distributions to treat cancerous tumors while limiting dose to normaltissue. The medical dosimetry training programs consists of online didactic curriculumand clinical internship training in a radiation oncology department. Didactic courseworkin the healthcare professions is the medical teaching by lectures or textbooks (MerriamWebster, 2002). The clinical internship training is student involvement in directobservation and treatment of patients in a clinical setting (Merriam-Webster, 2002).Medical dosimetry programs are traditionally face-to-face instructor-led learningenvironments in which didactic and clinical internship training take place at an accreditedmedical institution. The only difference in the UW-L program versus the traditional faceto-face medical dosimetry programs is that the didactic coursework is delivered viaonline education.There is a need to research student perceptions of the UW-L online program tomake improvements for future students as well as validate the program for theestablishment of future online medical dosimetry programs. The evaluation by studentswas in regards to student learning, online experiences, communications, and perceptionsof difficulty, ease, and differences in online courses. Because the program is new andthere are no other web-based medical dosimetry programs, this research is now moreimportant than ever.
2Online education, or web-based learning, is distance education over the Internet.This distance education can be delivered to remote (non-campus) locations viasynchronous, asynchronous, instructor-led or computer-based means of instruction (ChelaEducation, 2006). Courses can be delivered in a format of real-time, self-paced, or acombination of both. Distance education is not a new concept. Gunderson (2006) gives ahistorical perspective of distance education:In early 1700’s, advertisements first appeared for courses offered by mail throughcorrespondence study. During the 1960s and 1970s, distance learning wasexpanded to geographically isolated areas with the advancement of technologies.In the 1980s, there was a greater need for distance education and moreopportunities due to teacher shortages. Today, we have more computer-basedinteractions, using the Internet and the World Wide Web. The educationalinstitutions are now present in the home and workplace around the world (p. 6).A key issue in online educational delivery is how moving away from traditional face-toface relationships between the professor and the student impact student learning and theirperceptions of learning (O’Malley & McCraw, 1999). Over the years, much of theresearch has focused on technical issues of online learning and less attention to studentperceptions of online learning. This study evaluated perceptions of students thusproviding feedback for changes to be implemented in this program.There is an urgent need for the establishment of new medical dosimetry programs,be it face-to-face or online. There are a limited number of programs that exist in thisnation which contributes the to excessive workforce shortage of medical dosimetrists.According to a 2002 survey of the Workforce Committee of the American Society for
3Therapeutic Radiology and Oncology (ASTRO), approximately 700 medical dosimetristswere needed nationwide, which was a 35% increase in workforce at that time (2003).Additionally, only about 25 to 30 individuals were graduating from the eight formalprograms at that time. Currently, there are approximately 15 medical dosimetry programsin this nation, with only four of those being degree-granting programs. Many students inthis nation live at great distance from the site of a medical dosimetry program and do nothave the option or ability to relocate. The need to train those who do not live close to amedical dosimetry program is what led to the initiation of an online medical dosimetryprogram at UW-L. The online program offers the unique ability to serve various studentsthroughout the United States as well as improve the workforce shortage in thisprofession. The establishment of additional online medical dosimetry programs couldalso help to alleviate the limited educational opportunities in medical dosimetry as wellas improving the workforce shortage.There is no data available regarding online medical dosimetry programs becausethere are no other online programs that exist. Therefore, this increases the need toresearch this topic, validate the UW-L medical dosimetry program, and use as a modelfor the establishment of new online medical dosimetry programs in the future. Researchincluded other online healthcare programs but data was limited in this area as well. Thisstudy provided information regarding components of distance learning, characteristics ofindividuals in the study, structure of online courses, experiences of other healthprofession programs utilizing online learning, structure of face-to-face medical dosimetryprograms, and surveys assessing student perceptions. Researchers have identified severalvariables that can affect students’ perceptions of online instruction, including prior
4computer experience, peer and teacher/student interaction, and institutional support(Ivers, Lee, & Carter-Wells, 2005). Those variables were evaluated in this survey toimprove the program and offer data to be use for establishing new online medicaldosimetry programs.The technology of computers and the Internet have a major effect on students’online learning experiences. “As distance education becomes more popular, and astraditional courses require more online assignments, teachers must consider students’perceptions of online learning” (Peters, 2001, p.1).Statement of the ProblemThe UW-L is the first web-based medical dosimetry program in the nation. Thereis no data to research a program of this type. However, data can be researched in regardsto overall distance education, other web-based health profession programs, and face-toface medical dosimetry programs. There was a need for data to be collected and analyzedof students’ perceptions of online learning in this type of program. A study of onlinelearning in a medical dosimetry program needed to be completed to provide a guide forfuture program implementation by other institutions throughout the nation and to validatethe current program that exists.Purpose of the StudyThe purpose of the study was to analyze student perceptions of an online medicaldosimetry program at UW-L. The study will serve to improve and validate the programas well as provide data for implementation of new programs.Assumptions of the StudyThe assumptions of the study were that students would provide informative
5feedback that would be used to improve the online delivery of the program. The datawould be used to establish a model for future online programs.Research QuestionsThe study sought to answer these questions:1. What are student perceptions of the online medical dosimetry program?2. What are student perceptions of peer interaction and student/teacher interactionin the online courses?3. What previous experience did students have with technology required of themin the online program? What is their level of comfort with the technology?4. How does their motivation of online learning affect their perception of thequality of the online program?5. What steps could be taken to improve the online medical dosimetry program?6. Is the quality of the online courses equal to previous face-to-face courses?Definition of TermsMedical Dosimetrist. A member of the radiation oncology team, who hasknowledge of the overall characteristics and clinical relevance of radiation oncologytreatment machines and equipment, is cognizant of procedures commonly used inbrachytherapy and has the education and expertise necessary to generate radiation dosedistributions and dose calculations in collaboration with the medical physicist andradiation oncologist (AAMD, 2006).Medical Dosimetry. The calculation and generation of radiation dose distributionfollowing a radiation oncologist’s plan for treatment while utilizing physics, math,
6anatomy, and radiobiology to design optimal treatments that target the tumor and sparehealthy normal tissue around it.Online medical dosimetry program. A program in which didactic courses arecompleted asynchronously via the web while clinical internship training is taking place atan accredited healthcare institution.Face-to-face program. A teacher-directed environment with interaction in a livesynchronous, high fidelity environment (Graham, 2005).Distance Learner. A student who spends most of his/her class time andcoursework in an off-campus site or at home (Hunter Library, 2006).Asynchronous. Literally means “not at the same time”. An asynchronous course isone in which the instruction is delivered at one time and the work can be done at adifferent time. Students and teachers use e-mail, listservs, and other technologies tocommunicate without having to be in the same place at the same time (Ohio LearningNetwork, 2006).Web-based. A major service on the Internet (Farlex, 2006).Online learning. A learning experience or environment that relies upon theInternet/WWW as the primary delivery mode of communication and presentation(Intelera, 2004).Internet. A worldwide, interconnected system of computer networks (EducationWorld, 2006).Limitations of the StudyThere were limitations in this study including the fact that there are no othermedical dosimetry programs to compare this study to. This is the first and only online
7medical dosimetry program in the nation. There are a limited number of face-to-facemedical dosimetry programs to evaluate when comparing the quality of this onlineprogram to those. Finally, the UW-L online medical dosimetry program is relatively newso the number of responses received from students was less than desirable.MethodologyA review of literature was conducted on student perceptions of online learning aswell as the evaluation methods to consider when surveying the students. Research ontraditional face-to-face medical dosimetry programs as well as other online healthprofession programs was used when evaluating the quality of this online program.The researcher conducted a survey of student perceptions in this online medicaldosimetry program in which all previous and current students received the electronicsurvey. The data was collected and analyzed for the results of the study.
8Chapter II: Literature ReviewIntroductionMedical dosimetry is the calculation and generation of radiation dose distributionsfollowing the physician’s prescription for treatment (AAMD, 2006). Medical dosimetryutilizes math, physics, anatomy, and radiobiology to generate the radiation dosedistributions and calculations for treating patients’ cancerous tumors while avoiding thenormal tissues. The UW-L offers a Web-based medical dosimetry program which is thefirst and only of its kind in the nation. This program has many advantages of providingonline education to adult learners throughout the nation who have no access to a programin their region of the country. Historically, medical dosimetry programs have beentraditional face-to-face programs. In this literature review, the structure of medicaldosimetry programs, online or traditional face-to-face was reviewed. Online healthprofession programs were reviewed as well. In order to describe the online component ofthe UW-L program, the structure of online courses and components of distance learningneeded to be discussed in detail. Medical dosimetry programs involve the education ofadult learner students. The individuals described in this study were characteristic ofonline students, adult learners, and online instructors. Finally, since the purpose of thestudy was to evaluate student perceptions in an online medical dosimetry program,studies about general student perceptions of online education and affecting factors werereviewed.Structure of Medical Dosimetry ProgramsTraditionally, medical dosimetry programs are designed as face-to-face programs.The curriculum consists of both didactic and clinical coursework. Didactic coursework in
9the healthcare professions is the medical teaching by lectures or textbooks (MerriamWebster, 2002). This lecture or textbook instruction differs from the clinicaldemonstration and laboratory study for clinical curriculum. Clinical curriculum inhealthcare professions is student involvement in direct observation and treatment ofpatients in a clinical setting (Merriam-Webster, 2002). In traditional face-to-face medicaldosimetry programs, students go to a physical classroom where the instructor gives adidactic lecture and students listen and take notes. Generally this consists of onlyapproximately 8 to 12 hours per week. For the remainder of the week students completethe clinical coursework in a patient care setting at a medical facility which is affiliatedwith the program. The actual hours of stu
There is no data available regarding online medical dosimetry programs because there are no other online programs that exist. Therefore, this increases the need to research this topic, validate the UW-L medical dosimetry program, and use as a model for the establishment of new online medical dosimetry programs in the future. Research
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