A baseline report on the utilization of Web-based instruction by program faculty in physical therapist assistant programs in the United States and Puerto Rico
Stephen Wade Bannister, Duquesne University, United States
Duquesne University . Awarded
This study examined the utilization of web-based instruction (WBI) in accredited Physical Therapist Assistant (PTA) programs in the United States and Puerto Rico. A survey was sent to all 260 accredited PTA programs in order to determine several aspects and factors of WBI in these programs. These included general computer use, obstacles to WBI, utilization of WBI, time factors, satisfaction with WBI, and program and faculty demographics. Seventy percent of the PTA programs were represented by the 47% of the faculty that returned the survey. The data were analyzed using descriptive statistics including frequency distributions, measures of central tendencies, and measures of variability. Relationships among the variables were also explored using cross-tabs and the chi-square statistic. The results revealed that all PTA program faculty had access to computers and the Internet. The majority had four hours or less of computer training, enjoyed using computers, but preferred not to utilize WBI. The primary obstacles to WBI were lack of time to prepare and lack of adequate training. The majority of faculty had never taught a course utilizing WBI but anticipated doing so at some point in the future. Those who had utilized WBI did so in all categories of PTA classes. Development of WBI courses was reported to take more time as compared to non-web-based courses but delivery time was reported to take less time. Faculty considered their course improved because of WBI and their students reported the same. PTA program faculty reported satisfaction with all surveyed aspects of WBI. Preference of computer use, gender, faculty rank, years of teaching experience, highest earned degree, lack of time to prepare, and lack of compensation had no significant relationship with the utilization of WBI. The amount of computer training, faculty role, lack of adequate training, lack of administrative support, lack of hardware support, lack of software support, lack of personal desire, and lack of research were found to have a significant relationship with the utilization of WBI. The physical therapy profession should now be able to measure the impact, effectiveness and progress of WBI in PTA programs. This study has determined the current status of WBI in accredited PTA programs in the United States and Puerto Rico and has established a baseline for future comparison.
Bannister, S.W. A baseline report on the utilization of Web-based instruction by program faculty in physical therapist assistant programs in the United States and Puerto Rico. Ph.D. thesis, Duquesne University.
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