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Article
Radiography Faculty Perceptions of the Effectiveness of Asynchronous Online Courses
Electronic Theses and Dissertations
  • Shirley J Cherry, East Tennessee State University
Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2015
Committee Chair or Co-Chairs
Bethany Flora
Committee Members
Harold Lee Daniels, Donald Good, Jasmine Renner
Abstract

The purpose of this study was to assess radiography faculty perceptions of the effectiveness of asynchronous online courses. Learning effectiveness in a web-based virtual learning environment (VLE) was the conceptual framework for this project (Piccoli, Ahmad, & Ives, 2001). For the purposes of this study, learning effectiveness was defined as the quality of learning being comparable between online and traditional courses (Moore, 2011).

Ten research questions were used to guide this study, and statistical tests were conducted to evaluate 17 null hypotheses. The statistical tests included use of one-way analysis of variance (ANOVA), Pearson correlations, and single-sample t-tests. Ten of the 17 null hypotheses were rejected.

Research findings indicate that the effectiveness of online courses is not significantly affected by faculty position, type of institution, faculty age, or years of teaching experience. Faculty perceptions of the effectiveness of online courses increase with years teaching online courses, number of online courses taught in the past 5 years, and perceived competence with use of technology.

Document Type
Dissertation - Open Access
Copyright
Copyright by the authors.
Citation Information
Shirley J Cherry. "Radiography Faculty Perceptions of the Effectiveness of Asynchronous Online Courses" (2015)
Available at: http://works.bepress.com/shirley-cherry/10/