Date

6-2015

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Barbara Boothe

Keywords

Assessment, Clinical, Radiologic, Technology

Disciplines

Educational Assessment, Evaluation, and Research | Higher Education

Abstract

The research conducted in this study focuses on student learning outcomes for students of Radiologic Technology. A comparison between non-traditional teaching using MOODLE® and traditional lecture delivery as related to written and practical assessment results is the focus. This study is important due to the need for programs of Radiologic Technology to produce competent radiographers upon completion of such programs in order to assure patient care and safety standards are met. The surge in online and non-traditional course delivery methods may jeopardize this necessity. The purpose of this research was to compare the use of non-traditional delivery and traditional delivery with the level of competency evidenced by associate degree Radiologic Technology students in each format. The researcher used a quantitative approach for the study. The sample population includes second year students in an associate degree Radiologic Technology Program attending a 4-year college located in a rural setting in the southeastern United States. Courses that include both traditional, face-to-face, as well as non-traditional instructional methods in the respective program were targeted. Learning outcomes specified from the required curriculum and assessment tools used for evaluation of those outcomes were compared to demonstrate the possible differences when traditional and non-traditional instructional methods are used. The researcher sought evidence that non-traditional instruction of identified outcomes is insufficient to demonstrate competency for specific student learning outcomes needed in associate degree programs of Radiologic Technology.

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