The purpose of this study was to determine the current status of online education in the radiologic sciences, as well as the use of online educational tools, methods of delivery, and the instructor IT self-efficacy. This study provides information about the tools currently utilized in online education in the radiologic sciences as well as to provide information regarding information self-efficacy from the instructors’ perspectives.
An electronic survey instrument was created using Survey Monkey®, and invitations were sent to a random stratified sample of 365 educators, including instructors from Joint Review Committee accredited programs in radiography, radiation therapy, and nuclear medicine. Of these 365 invitees, 102 participants responded to the survey resulting in a 27.95% response rate. Of the 102 respondents to this survey, only 38 educators indicated they offer on-line courses. The survey results were then analyzed descriptive statistics, frequency values, and Spearman Rho correlation.
Approximately two-thirds of the programs responding to the survey did not offer online core courses. However the institutions that do provide online core radiologic courses, most commonly reported using PowerPoint® and Flash® online tools for course delivery and BlackBoard® was reported as the most commonly used learning management system.
Results from the survey demonstrated a significant relationship between the type of institution and the use of synchronous technologies suggesting that university-based programs were more likely to utilize this technology. Significant relationships were not identified for the remaining variables: IT self-efficacy and the instructors, age, years of teaching in higher education, years of teaching online, the use of asynchronous technologies or the use of synchronous technologies. Additionally, no significant relationship exists between the type of institution and the use of asynchronous technologies.
The utilization of the online education in the radiologic sciences has increased, but the traditional classroom setting is still the primary class style offering. PowerPoint remains the primary content delivery tool of choice, suggesting a need for educators to incorporate tools that promote student interactions and interactive learning. The results from the survey did not reveal a significant relationship between IT self efficacy and age, years of teaching, years of teaching online course and the use of synchronous and asynchronous technologies, but the small correlations identified suggests that the younger instructors have a higher IT self-efficacy. Additionally, no significant relationship exists between the type of institution and the use of asynchronous technologies. However, there is a significant relationship between the type of institution and the use of synchronous technologies. According to the literature, the demonstrated small negative correlations may indicate that a relationship exists if studies in a larger sample.