Kowalczyk Nina, Copley Stacey
Radiol Technol. 2013 Sep-Oct;85(1):27-36.
To determine the current status of online education in the radiologic sciences and to explore learning management systems, course design methods, and online educational tools used in the radiologic sciences.
A random sample of 373 educators from Joint Review Committee-accredited radiography, radiation therapy, and nuclear medicine technology educational programs was invited to participate in this study with an online survey.
The majority of the programs responding to the survey do not offer online core courses. However, the institutions that do provide online core radiologic courses reported limited use of online tools for course delivery. BlackBoard was reported as the most commonly used learning management system. No significant relationships were identified in reference to self-reported instructor information technology self-efficacy and the instructors' age, years of teaching in higher education, years of teaching online, or use of asynchronous and synchronous technologies. Survey results did demonstrate a significant relationship between the type of institution and the use of synchronous technologies, suggesting that university-based programs were more likely to use this technology.
Although the results suggest that online distance education is still not prevalent in radiologic science education, the past 3 years have seen a substantial increase in online course activity. This increase emphasizes the importance of adequate educator instruction and continuing education in the use of interactive technologies for online content delivery. Most educators report receiving 1 to 4 hours of training prior to online course implementation, but additional postimplementation training is necessary to improve the success of online delivery and further integrate interactive learning activities into an online format.
The traditional classroom setting is still the primary course offering for radiologic science programs. PowerPoint remains the primary content delivery tool, suggesting a need for educators to incorporate tools that promote student interactions and interactive learning. Although the results did not reveal a significant relationship between assessed factors, the small correlations identified suggest that the younger instructors have a higher information technology self-efficacy. In addition, survey results suggest that instructors responding to this survey received limited training in reference to online course methods and design both before and after implementing an online course. Although educators may not have a choice regarding the system adopted by their university or college, they should seek additional training regarding the best tools available for online course delivery methods.
确定放射科学领域在线教育的现状，并探索放射科学中使用的学习管理系统、课程设计方法和在线教育工具。
邀请来自联合评审委员会认可的放射照相、放射治疗和核医学技术教育项目的373名教育工作者参与这项在线调查研究。
参与调查的大多数项目不提供在线核心课程。然而，那些确实提供放射科学在线核心课程的机构报告称，用于课程交付的在线工具使用有限。BlackBoard被报告为最常用的学习管理系统。在自我报告的教师信息技术自我效能与教师年龄、高等教育教学年限、在线教学年限或异步和同步技术的使用之间，未发现显著关系。调查结果确实表明机构类型与同步技术的使用之间存在显著关系，这表明基于大学的项目更有可能使用这种技术。
尽管结果表明在线远程教育在放射科学教育中仍不普遍，但在过去3年中，在线课程活动有了大幅增加。这种增加强调了在使用交互式技术进行在线内容交付方面，给予教育工作者充分指导和继续教育的重要性。大多数教育工作者报告在在线课程实施前接受了1至4小时的培训，但实施后还需要额外的培训，以提高在线交付的成功率，并将交互式学习活动进一步整合到在线形式中。
传统课堂教学仍然是放射科学项目的主要课程提供方式。PowerPoint仍然是主要的内容交付工具，这表明教育工作者需要纳入促进学生互动和交互式学习的工具。尽管结果未揭示评估因素之间的显著关系，但所确定的小相关性表明年轻教师具有更高的信息技术自我效能。此外，调查结果表明，参与本次调查的教师在实施在线课程之前和之后，在在线课程方法和设计方面接受的培训有限。尽管教育工作者可能无法选择其所在大学或学院采用的系统，但他们应该寻求关于在线课程交付方法可用最佳工具的额外培训。
