Kleinert Jane O'Regan, Stewart Sharon Rowe
Department of Rehabilitation Sciences, College of Health Sciences, University of Kentucky, 124N Charles T. Wethington, Jr. Building, 900 South Limestone Street, Lexington, KY 40536-0200, USA.
J Allied Health. 2007 Summer;36(2):88-100.
An electronic survey was sent to 1,026 rehabilitation sciences faculty members at higher education institutions around the nation to determine the relative importance faculty in the rehabilitation sciences placed on technical literacy skills in higher education. The survey contained a list of 55 technology and distance education skills in six broad areas: electronic searches and resources, computer productivity tools, Web-based instruction, teleconferencing, using technology to deliver instruction, and virtual mentoring. For each skill, respondents indicated the level of importance they attached to each skill as it relates to successful performance as a faculty member in the rehabilitation professions by selecting a number between 1 and 5, with 1 indicating that the skill is not at all important and 5 indicating that the skill is extremely important. The return rate of the survey was 17.6%. Although there was considerable variability for rated importance of skills within categories, results indicated that skills related to computer productivity and electronic searches were judged as most important to faculty success. Those skills related to newer technologies and skills related to troubleshooting were rated as least important. Discussion of these findings and implications for future research and doctoral instruction are presented.
一项电子调查问卷被发送给全国高等教育机构的1026名康复科学教员，以确定康复科学领域的教员对高等教育中技术素养技能的相对重视程度。该调查问卷包含了六个广泛领域的55项技术和远程教育技能清单：电子搜索与资源、计算机生产力工具、基于网络的教学、电话会议、利用技术进行教学以及虚拟指导。对于每项技能，受访者通过选择1到5之间的数字来表明他们认为该技能对于康复专业教员的成功表现所具有的重要程度，其中1表示该技能完全不重要，5表示该技能极其重要。调查问卷的回收率为17.6%。尽管各类技能的重要性评分存在相当大的差异，但结果表明，与计算机生产力和电子搜索相关的技能被认为对教员的成功最为重要。那些与较新技术相关的技能以及与故障排除相关的技能被评为最不重要。文中呈现了对这些研究结果的讨论以及对未来研究和博士教学的启示。
