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A faculty development course to enhance dental hygiene distance education: a pilot study.
J Dent Educ. 2014 Sep; 78(9):1319-30.JD

Abstract

This article describes the implementation and evaluation of a dental hygiene faculty development course to enhance online teaching practices that foster a sense of community and satisfaction. The sampled population was drawn from the forty-seven U.S. dental hygiene programs that the American Dental Hygienists' Association identified as offering bachelor's degree completion or master's degree programs with 76-100 percent of coursework delivered in an online format. This requirement was applied to exclude programs using hybrid instruction (combination of online and face-to-face). Of the thirty-four faculty members who self-identified as meeting the criteria, seven agreed to participate (21 percent response rate); however, only five completed all parts of the study (a final response rate of 15 percent). A Community of Inquiry framework was the basis for the author-designed Distance Education Best Practices Survey used as a pretest and posttest to assess participants' use of and perceived importance of twenty-five best practices before and after taking the online faculty development course. Frequency of use ratings ranged from 4.0 (regularly) to 5.0 (always) on a response scale from 1.0 to 5.0. The results showed significant increases from before to after the course in participants' perceptions of the importance of four practices: activities promoting relevant, lifelong learning (p=0.03); faculty communication fostering a sense of community (p=0.04); encouraging students' self-introduction (p=0.04); and encouraging productive dialogue and respecting diverse opinions (p=0.04). The findings indicate a potential value for a faculty development course designed to enhance online teaching, sense of community, and satisfaction, even for faculty members with high self-ratings regarding best practices.

Authors+Show Affiliations

Johnstone-Dodge V
Prof. Johnstone-Dodge is Adjunct Assistant Professor, Department of Dental Hygiene, Idaho State University and Adjunct Instructor, Department of Dental Hygiene, Oregon Institute of Technology; Prof. Bowen is Professor Emeritus, Department of Dental Hygiene, Idaho State University; Prof. Calley is Associate Professor and Department Chair, Department of Dental Hygiene, Idaho State University; and Dr. Peterson is Assistant Professor in Management, College of Business, Idaho State University. dodgvick@isu.edu.
Bowen DM
Prof. Johnstone-Dodge is Adjunct Assistant Professor, Department of Dental Hygiene, Idaho State University and Adjunct Instructor, Department of Dental Hygiene, Oregon Institute of Technology; Prof. Bowen is Professor Emeritus, Department of Dental Hygiene, Idaho State University; Prof. Calley is Associate Professor and Department Chair, Department of Dental Hygiene, Idaho State University; and Dr. Peterson is Assistant Professor in Management, College of Business, Idaho State University.
Calley KH
Prof. Johnstone-Dodge is Adjunct Assistant Professor, Department of Dental Hygiene, Idaho State University and Adjunct Instructor, Department of Dental Hygiene, Oregon Institute of Technology; Prof. Bowen is Professor Emeritus, Department of Dental Hygiene, Idaho State University; Prof. Calley is Associate Professor and Department Chair, Department of Dental Hygiene, Idaho State University; and Dr. Peterson is Assistant Professor in Management, College of Business, Idaho State University.
Peterson TS
Prof. Johnstone-Dodge is Adjunct Assistant Professor, Department of Dental Hygiene, Idaho State University and Adjunct Instructor, Department of Dental Hygiene, Oregon Institute of Technology; Prof. Bowen is Professor Emeritus, Department of Dental Hygiene, Idaho State University; Prof. Calley is Associate Professor and Department Chair, Department of Dental Hygiene, Idaho State University; and Dr. Peterson is Assistant Professor in Management, College of Business, Idaho State University.

MeSH

CommunicationComputer-Assisted InstructionDental HygienistsEducation, DistanceEducational TechnologyFacultyFeedbackHumansInterprofessional RelationsOnline SystemsPersonal SatisfactionPilot ProjectsProblem-Based LearningProgram DevelopmentProgram EvaluationStaff DevelopmentTeaching

Pub Type(s)

Journal Article

Language

eng

PubMed ID

25179929

Citation

Johnstone-Dodge, Vicki, et al. "A Faculty Development Course to Enhance Dental Hygiene Distance Education: a Pilot Study." Journal of Dental Education, vol. 78, no. 9, 2014, pp. 1319-30.
Johnstone-Dodge V, Bowen DM, Calley KH, et al. A faculty development course to enhance dental hygiene distance education: a pilot study. J Dent Educ. 2014;78(9):1319-30.
Johnstone-Dodge, V., Bowen, D. M., Calley, K. H., & Peterson, T. S. (2014). A faculty development course to enhance dental hygiene distance education: a pilot study. Journal of Dental Education, 78(9), 1319-30.
Johnstone-Dodge V, et al. A Faculty Development Course to Enhance Dental Hygiene Distance Education: a Pilot Study. J Dent Educ. 2014;78(9):1319-30. PubMed PMID: 25179929.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - A faculty development course to enhance dental hygiene distance education: a pilot study. AU - Johnstone-Dodge,Vicki, AU - Bowen,Denise M, AU - Calley,Kristin H, AU - Peterson,Teri S, PY - 2014/9/3/entrez PY - 2014/9/3/pubmed PY - 2014/10/31/medline KW - dental hygiene education KW - distance education KW - faculty development KW - online instruction SP - 1319 EP - 30 JF - Journal of dental education JO - J Dent Educ VL - 78 IS - 9 N2 - This article describes the implementation and evaluation of a dental hygiene faculty development course to enhance online teaching practices that foster a sense of community and satisfaction. The sampled population was drawn from the forty-seven U.S. dental hygiene programs that the American Dental Hygienists' Association identified as offering bachelor's degree completion or master's degree programs with 76-100 percent of coursework delivered in an online format. This requirement was applied to exclude programs using hybrid instruction (combination of online and face-to-face). Of the thirty-four faculty members who self-identified as meeting the criteria, seven agreed to participate (21 percent response rate); however, only five completed all parts of the study (a final response rate of 15 percent). A Community of Inquiry framework was the basis for the author-designed Distance Education Best Practices Survey used as a pretest and posttest to assess participants' use of and perceived importance of twenty-five best practices before and after taking the online faculty development course. Frequency of use ratings ranged from 4.0 (regularly) to 5.0 (always) on a response scale from 1.0 to 5.0. The results showed significant increases from before to after the course in participants' perceptions of the importance of four practices: activities promoting relevant, lifelong learning (p=0.03); faculty communication fostering a sense of community (p=0.04); encouraging students' self-introduction (p=0.04); and encouraging productive dialogue and respecting diverse opinions (p=0.04). The findings indicate a potential value for a faculty development course designed to enhance online teaching, sense of community, and satisfaction, even for faculty members with high self-ratings regarding best practices. SN - 1930-7837 UR - https://www.unboundmedicine.com/medline/citation/25179929/A_faculty_development_course_to_enhance_dental_hygiene_distance_education:_a_pilot_study_ DB - PRIME DP - Unbound Medicine ER -