Master degree computer science online

OBJECTIVE: To identify institutions and program officials associated with clinical laboratory science (CLS) academic programs available via distance technology; to collect and summarize data from these programs with regard to on-line instructional methodologies; to determine the level of success of educational strategies and methodologies utilized in on-line CLS programs; to determine the feasibility of developing an on-line program at Seward County Community College (SCCC), Liberal, Kansas.

DESIGN: An on-line CLS program survey tool was sent to eight higher education institutions which had previously indicated that they offer a CLS academic program at the associate, bachelor, or master level via distance technology. Program officials were asked to answer questions pertaining to areas such as program format, on-line admission requirements, program costs, student costs, faculty workload, and on-campus versus on-line student performance.

SETTING AND PARTICIPANTS: The survey was sent to eight program officials who identified their institutions as having a CLS program available through distance technology.

MAIN OUTCOME MEASURES: Responses from current distance technology CLS program officials were collected and tallied. Responses were recorded as 'yes' or 'no' in categories such as program format, program and student costs, and comparison of on-campus versus on-line student performance. The two groups of students were compared in areas of success rate, retention rate, graduation rate, external certification pass rate, employment placement rate, and employer satisfaction level.

RESULTS: The response rate for the survey was 87.5% (7/ 8). Program officials indicated that various educational methodologies were incorporated in providing CLS education via distance technology. All of the respondents utilize some type of Web-enhanced, Internet based access to deliver course material. Clinical laboratory procedures are taught via instruction within a cooperative laboratory, program clinical affiliate laboratory, or during on-campus student laboratories. Program officials indicated that student enrollment has increased due to the availability of the distance technology. Students enrolled via distance technology perform as well or better than the on-campus students on certification exams and in the clinical setting. Data from these institutions indicate that it is feasible to develop an on-line program at SCCC in an effort to increase student enrollment.

CONCLUSION: The results indicate that CLS programs which offer the curriculum via distance technology have experienced increased student enrollment thus graduating more students to fill the employment needs. These current distance technology programs are leading the future trends in CLS education of the 21st century.

ABBREVIATIONS: AD = associate degree; BS = Bachelor of Science degree; CLS = clinical laboratory science; CLS/ MT = clinical laboratory scientist/medical technologist; CLT/ MLT = clinical laboratory technician/medical laboratory technician; MS = Master of Science degree; SCCC = Seward County Community College.

INDEX TERMS: articulation; CLS degree; distance technology; Web-enhanced programs.

The purpose of this research project was to gather comprehensive data pertaining to the implementation and success of Web-enhanced CLS programs at the Bachelor of Science (BS) - clinical laboratory scientist/medical technologist (CLS/MT) level and the associate of science (AS) - clinical laboratory technician/medical laboratory technician (CLT/ MLT) level. This data will be utilized to develop and implement a Web-enhanced option for the CLT/MLT program at Seward County Community College (SCCC), Liberal KS. The CLT/MLT program at SCCC is a well-established program with a strong academic course of study and a reputation of graduating competent entry-level CLTs/MLTs. Currently the CLT/MLT program at SCCC has a low number of students enrolled in the program. In order to make the program fiscally responsible, the number of students enrolled in the program needs to increase. Upon the review of options to increase enrollment, it was determined by input from the program advisory board and faculty, that offering the CLT/MLT courses via a Web-enhanced method is the best course of action. The Web-enhanced option will allow the CLT/MLT program to serve new students at a distance and to better serve the existing populations.

EMPLOYMENT OPPORTUNITIES

In June 2001, the American Hospital Association (AHA) reported a 12% vacancy rate in the laboratory workforce based on the percent of unfilled, budgeted positions. By comparison, there was an 11% vacancy rate for registered nurses. This survey reported that the shortage of clinical laboratory professionals is getting worse and affecting access to care in hospitals across America. Other surveys have reported a laboratory personnel shortage as high as 20%. The AHA also reported that 43% of all hospitals were having more difficulty than last year recruiting selected healthcare professionals which include laboratory personnel.1 The Bureau of Labor Statistics has projected a 17% growth rate in the number of laboratory personnel between 1998-2008. This is compared to a growth rate of 14.4% for other professions.2 During this period, there will be 53,000 new jobs in the field with 40,000 vacancies due to retirement and employees leaving the field. This equals 93,000 total positions, thus the need for 9,300 positions per year. Currently there are only 4,110 total graduates per year from CLS/MT and CLT/MLT programs. This leaves 5,190 unfilled positions per year in the field of medical technology.3 The current vacancy rate for CLTs/MLTs in Oklahoma and Texas is 14.3% and in Kansas it is 15.8%.4

CLTs/MLTs are trained to perform a variety of laboratory tests. These tests include the typing and crossmatching of blood and blood components; drug monitoring (both for therapeutic monitoring of drugs and detection of drugs of abuse); identifying anemias, leukemias, and other blood disorders; identifying infectious organisms and determining their susceptibility to specific antibiotics; and performing procedures for various blood and body fluid analysis. In this time of concern regarding bioterrorism, CLSs/MTs and CLTs/MLTs are the laboratory personnel who will be isolating and identifying the anthrax bacillus and other biological weapons. It is estimated that 80% of all physician decisions are based on laboratory test results produced by CLSs/MTs and CLTs/MLTs. Without these results, the physician would be unable to accurately diagnose, and in many cases, effectively treat the patient.5

ON-LINE LEARNING

According to William A Draves, the author of Teaching Online, half of all learning in the 21 st century will be on-line. On-line learning will be better than in-person learning for obtaining cognitive skills. On-line learning allows the student to determine their peak learning time and to learn at their own speed. On-line learning allows more interaction; thus 100% of students can be talking on-line versus the 33% that will participate in a traditional face-to-face course. Course participants will be worldwide with the instructors being the foremost experts and authorities in their respective fields. On-line courses will become less expensive and will offer more resources and ways to learn on-line.6

For students to be successful in a Web-enhanced course, they must be result oriented, self motivated, and demonstrate selfdiscipline. They must have time management skills which allow them to stay on task without direct supervision. They must have a manageable balance of academic course work, employment, and family commitments.

The student must also have access to a computer with reliable Internet service.7 The student must possess basic computer skills to install software; create, save, and manage files; post text to an asynchronous threaded discussion; and send and receive e-mail.

BEST PRACTICES

The Higher Learning Commission has published a document titled Best Practices for Electronically Offered Degree and Certificate Programs. These Best Practices were developed by the eight regional accrediting commissions in response to higher education institutions offering technology-mediated instruction at a distance. The Best Practices are intended to assist higher education in planning distance education activities for electronically offered programs and to provide an assessment framework once the program is implemented.

The Best Practices are identified as:

* education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program;

* learning is dynamic and interactive, regardless of the setting in which it occurs;

* instructional programs leading to degrees having integrity are organized around substantive and coherent curricula which define expected learning outcomes;