Examination of Military Student and Faculty Opinions and Outcomes of Two Rapid Course Conversions to the Online Environment: A Case Study at the United States Air Force School of Aerospace Medicine

Autor/inn/en	Hernandez, Stephen; Dukes, Susan; Howarth, Vina E.; Nipper, Jeanne M.; Lazarus, Melanie M.
Titel	Examination of Military Student and Faculty Opinions and Outcomes of Two Rapid Course Conversions to the Online Environment: A Case Study at the United States Air Force School of Aerospace Medicine
Quelle	In: American Journal of Distance Education, 36 (2022) 4, S.318-326 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernandez, Stephen) ORCID (Lazarus, Melanie M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2022.2121518
Schlagwörter	Military Schools; Online Courses; Allied Health Occupations Education; College Faculty; College Students; In Person Learning; Electronic Learning; Student Attitudes; Teacher Attitudes; Outcomes of Education; Aerospace Education + Suchen Sie Ihr Suchwort? Militärschule; Online course; Online-Kurs; Fakultät; Collegestudent; Schülerverhalten; Lehrerverhalten; Lernleistung; Schulerfolg
Abstract	The U.S. Air Force School of Aerospace Medicine (USAFSAM) is an internationally renowned center for aerospace medical learning. During the coronavirus disease-19 (COVID-19) pandemic, rapid course conversion to an online format was required to maintain student throughput and faculty training while ensuring faculty and student protection. Two in-residence courses, the Basic Leadership Airman Skills Training (BLAST) course and Basic Instructor Course (BIC), were used to pilot this conversion process. Through the pilot conversion of both courses, lessons learned were obtained from the implementation team as well as student feedback for the two course formats. A comparison of student evaluations, conducted separately for BIC and BLAST courses, showed some statistically significant differences in in-person and online student course evaluations; however, the differences were not substantive. Students strongly agreed they could perform tasks required by their career field based on what they learned, regardless of the type of course delivery. Instructors observed the online environment to be engaging, adaptable, and aided in the reduction of traditional in-person challenges. The positive attributes gained by online delivery, potential cost savings, and the initial findings regarding student evaluations suggest virtual courses may be beneficial to educating Airmen, while continuing to attain outcomes similar to traditional, in-person offerings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01