{"title":"探索健康科学教师对在线教学准备的看法。","authors":"Natalie Neubauer, Genevieve Pinto-Zipp","doi":"","DOIUrl":null,"url":null,"abstract":"<p><p>Instructional technology has offered faculty new and innovative ways in which to prepare and deliver learning materials to students online. Although online learning has been a part of the higher education landscape, it has not been traditionally utilized by health science faculty to its fullest capacity.</p><p><strong>Purpose: </strong>The purpose of this pilot study was to examine health science faculty perceptions regarding their readiness to teach online.</p><p><strong>Methods: </strong>This study employed a mixed method design using a sequential explanatory framework. Faculty readiness was identified by their attitude regarding competencies and ability perceptions using the Faculty Readiness to Teach Online (FRTO) instrument.</p><p><strong>Results: </strong>Health science faculty have limited training in teaching online, and there is a significant difference in perceptions and attitudes towards which competencies in remote instruction are critical to focus on.</p><p><strong>Outcomes: </strong>Findings confirm the online instruction training needs of health science faculty that will support engagement of health science students as adult learners both meaningfully and effectively now and in the future.</p>","PeriodicalId":35979,"journal":{"name":"Journal of Allied Health","volume":"52 1","pages":"e1-e8"},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring Health Science Faculty Perceptions Regarding Their Readiness to Teach Online.\",\"authors\":\"Natalie Neubauer, Genevieve Pinto-Zipp\",\"doi\":\"\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Instructional technology has offered faculty new and innovative ways in which to prepare and deliver learning materials to students online. Although online learning has been a part of the higher education landscape, it has not been traditionally utilized by health science faculty to its fullest capacity.</p><p><strong>Purpose: </strong>The purpose of this pilot study was to examine health science faculty perceptions regarding their readiness to teach online.</p><p><strong>Methods: </strong>This study employed a mixed method design using a sequential explanatory framework. Faculty readiness was identified by their attitude regarding competencies and ability perceptions using the Faculty Readiness to Teach Online (FRTO) instrument.</p><p><strong>Results: </strong>Health science faculty have limited training in teaching online, and there is a significant difference in perceptions and attitudes towards which competencies in remote instruction are critical to focus on.</p><p><strong>Outcomes: </strong>Findings confirm the online instruction training needs of health science faculty that will support engagement of health science students as adult learners both meaningfully and effectively now and in the future.</p>\",\"PeriodicalId\":35979,\"journal\":{\"name\":\"Journal of Allied Health\",\"volume\":\"52 1\",\"pages\":\"e1-e8\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Allied Health\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Allied Health","FirstCategoryId":"1085","ListUrlMain":"","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Exploring Health Science Faculty Perceptions Regarding Their Readiness to Teach Online.
Instructional technology has offered faculty new and innovative ways in which to prepare and deliver learning materials to students online. Although online learning has been a part of the higher education landscape, it has not been traditionally utilized by health science faculty to its fullest capacity.
Purpose: The purpose of this pilot study was to examine health science faculty perceptions regarding their readiness to teach online.
Methods: This study employed a mixed method design using a sequential explanatory framework. Faculty readiness was identified by their attitude regarding competencies and ability perceptions using the Faculty Readiness to Teach Online (FRTO) instrument.
Results: Health science faculty have limited training in teaching online, and there is a significant difference in perceptions and attitudes towards which competencies in remote instruction are critical to focus on.
Outcomes: Findings confirm the online instruction training needs of health science faculty that will support engagement of health science students as adult learners both meaningfully and effectively now and in the future.
期刊介绍：
The Journal of Allied Health is the official publication of the Association of Schools of Allied Health Professions (ASAHP) . The Journal is the only interdisciplinary allied health periodical, publishing scholarly works related to research and development, feature articles, research abstracts and book reviews. Readers of The Journal comprise allied health leaders, educators, faculty and students. Subscribers to The Journal consist of domestic and international college and university libraries, health organizations and hospitals. Almost 20% of subscribers, in the last three years, have been from outside of the United States. Subscribers include the World Health Organization, the American Medical Association and major universities.
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