Category: Online Education

Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study

Purpose: This study describes physician assistant students’ perception toward online didactic education and highlights relationships between student characteristics and their preference for online learning.

Methods: A previously validated survey questionnaire was administered online to physician assistant students enrolled in traditional, in-person training programs across the United States. The survey consisted of five Likert-scale statements measuring perceptions of online learning and was rated on a seven-point Likert scale. Students also reported their age, gender, history of taking an online course, and preferred learning style. Mean scores were reported for agreement with each Likert-scale statement; Pearson correlation coefficients, one-way ANOVA with post hoc Tukey tests, and independent samples t-tests were used to determine relationships between student characteristics and their preference for online learning.

Results: A total of 391 completed surveys met the inclusion criteria for the study and were used in data analysis. The average age of respondents was 25.98 years, 81.1{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 317) were female, 96.2{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}, (n = 376) reported taking an online course previously, and preferred learning styles were reported as 36.1{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 141) visual, 7.7{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 30) auditory, 15.6{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 61) reading/writing, and 40.7{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 159) kinesthetic. Nearly a quarter of respondents indicated they preferred online courses, particularly students with a preferred learning style of reading/writing. No relationships were observed between age, gender, or history of taking an online course and preference for online education.

Conclusion: Most physician assistant students prefer in-person learning. However, a substantial number prefer online learning, and a significant number of these students reported a preferred learning style of reading/writing. More research is necessary to give educational institutions the ability to make data-driven, student-centered program development decisions. However, data in this study indicate a need for continued development of online/hybrid physician assistant programs to better align with current student preferences. 

Introduction

Since the inception of the profession in 1965, physician assistants (PAs) have learned to practice medicine through a combination of in-person didactic instruction followed by the completion of supervised clinical practice experiences at affiliated hospitals and clinics. Although this is an effective curriculum delivery method, pioneers in the field have also recently demonstrated the feasibility of hybrid PA education [1]. In the hybrid model, students complete the didactic year predominantly online, followed by traditional, in-person clinical training. Anderson summarized some of the benefits of online medical education [2]. These include fostering the development of self-directed learners [3], enhancing student engagement in the classroom [4], expanding opportunities for interprofessional education experiences [5,6], promoting digital literacy with medical technology [7], widening the instructor pool [7,8], removing barriers to attending PA school [9], repurposing time spent commuting [4], allowing students to live in and learn about the communities where they may one day practice, and helping to close the gap of clinician shortages in underserved areas [10]. The ability to teach didactic content online may also prove beneficial considering recent changes to the educational landscape following the severe acute respiratory syndrome coronavirus 2 (SARS‑CoV‑2)/coronavirus disease 2019 (COVID-19) pandemic. During this time, remote learning in the didactic year across PA programs increased from 6.4{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} before the pandemic to 96.8{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} during the pandemic [11]. During this time, there has also been increasing program director support for online didactic education in PA programs [12]. Now that online didactic PA education is possible, innovative PA educators should seek to determine what method of curriculum delivery students prefer, and analyze these preferences to help guide future program development decisions.

A review of the current literature indicates an overall preference for traditional in-person education over online learning among health professions students, both within and outside of the PA profession; however, research specific to the PA community is limited. In a 2006 seminal study, Day et al. concluded that PA students preferred in-person over online curriculum delivery [13], and in 2009, York et al. observed that 78{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} of PA students enrolled in a web-based evidence-based medicine course stated they would have preferred in-person lectures instead of, or in addition to, online learning [14]. A review of the literature outside of the PA profession yields similar findings [15-17]. Although video-recorded lectures were found to be of equal or more educational value when compared to in-person instruction, Harvard Medical School students continued to attend traditional lectures if given the choice [15]. Hamilton et al. reported that third-year pharmacy students favored a blended educational approach as opposed to an exclusively online course [16]. A study by Bramer et al. also found that United Kingdom nursing students preferred a balanced mixture of online and face-to-face learning and did not feel that online learning should replace traditional teaching [17].

Further research is needed to explore the current preferences of didactic PA students regarding in-person versus online education to ensure PA program development decisions are student-centered, evidence-based, and data-driven. This is especially important considering the number of new PA programs in development and the number of existing programs that are adapting their curricula to combat current and evolving barriers to medical education. The current study sought to narrow this information gap by determining the curriculum delivery preferences of currently enrolled didactic PA students. Participants were also asked to report their age, gender, history of taking an online course, and preferred learning styles to determine if an association existed between any of these factors and their preference for online education.

Materials & Methods

Study description 

This was a cross-sectional survey study. Risks were minimal and consisted of time lost by students to complete the survey and the potential loss of confidentiality among participants. To mitigate these risks, the survey was designed to be completed in fewer than five minutes, participation was a one-time endeavor with no follow-up, and no personally identifiable information was collected. The primary benefit of the study was insight into the preferences of didactic PA students regarding their preferred curriculum delivery method. This could help current and future programs plan the instructional design of their curriculum. The study proposal was reviewed and approved by the institutional review board (IRB) of A.T. Still University, Mesa, Arizona, United States (approval number: 2021-174), and secondary approval was given by Franklin Pierce University, Rindge, New Hampshire, United States (protocol number: 08252021) for exempt status prior to data collection. 

Study sample

The Physician Assistant Education Association (PAEA) Program Report 35 reported that the maximum capacity enrollment of didactic students in PA programs across the United States was 11,299 [18]. According to a sample size estimator by Qualtrics (Seattle, Washington, and Provo, Utah, United States), 372 individuals from this population needed to be sampled to adequately represent the target population [19]. Inclusion criteria for participation were as follows: students had to be at least 18 years old, be enrolled in a currently accredited PA Program in the United States, and be in their didactic phase of study. Students at the Yale PA online program were excluded from participation as the principal investigator felt they may reasonably have a favorable bias toward online education. The principal investigator currently works for Franklin Pierce University and has previously been employed by the University of South Alabama; therefore, students from these institutions were also excluded to limit participation bias. 

Survey design and distribution

A previously validated survey instrument from O’Malley et al. [20] regarding perceptions of online education was adapted for use in the study, with the author’s permission. The adapted survey consisted of two questions to identify eligibility criteria, five Likert-scale questions regarding student perception of online education, and four student characteristic/demographic questions: (i) age, (ii) gender, (iii) history of taking an online course previously, and (iv) preferred VARK (visual, auditory, reading/writing, kinesthetic) learning style [21]. An alphabetical list of currently accredited PA programs by state from the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) website was used to determine which programs to target for student recruitment [22]. The program director for the first accredited program listed for each state was sent a recruitment email asking whether they would offer participation to their didactic students. Those who agreed were asked to forward a standardized student-specific recruitment email to their currently enrolled didactic students that described the study’s purpose, risks, and benefits, and informed students that participation was voluntary, and completion of the survey was considered their consent to participate. The email also provided a link to the survey should they wish to complete it. If no response was received from a program director after one week, the recruitment email was sent for a second and final time. At the end of every two-week period, the next accredited program listed on the ARC-PA website for each state was contacted. This process continued, every two weeks, until the needed sample size of 372 qualified surveys was completed. 

Data collection, storage, and analysis

Data were collected from September through December 2021. Both ordinal and nominal (categorical) data were collected and stored on the SurveyMonkey platform (Momentive Inc., Waterford, New York). Following data collection, descriptive (frequencies, percentages, means, standard deviations, and confidence intervals) and comparative statistics were conducted using IBM SPSS Statistics for Windows, Version 28.0 (Released 2021, Armonk, New York). To determine if a correlation existed between age and preference for online education, a Pearson correlation coefficient was calculated for each Likert-scale statement; p-values less than .05 were used to determine statistical significance. A one-way ANOVA test was used to compare means among Likert-scale statements according to the four different preferred learning styles of participants; p-values less than .05 were used to determine statistical significance. Post hoc Tukey tests were then conducted to determine pairwise differences between the preferred learning styles for each Likert-scale statement; p-values less than .05 were used to determine statistical significance. Independent samples t-tests were used to determine if there was a significant difference in mean Likert-scale scores between genders or between those who had taken an online course previously versus those who had not; because multiple t-tests were conducted, the criterion for statistical significance was adjusted downward to a p-value less than 0.1 to control for alpha inflation in accordance with the Bonferroni correction.

Results

PA program participation and student characteristics 

The researchers did not directly access the study sample (didactic PA students), which instead had to be recruited to the study by PA program directors of invited programs. Therefore, the total number of student participants who received the survey was unknown and an accurate response rate could not be calculated. Approximately 35{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (50/141) of PA programs invited to the study responded to the email request, and 32{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (45/141) opted to participate. These programs represented didactic PA students across 31 states. At the conclusion of data collection, 472 surveys were received, of which 391 were complete, met inclusion criteria for the study, and were subsequently used for data analysis. The average age of the study sample was 25.98 years (range = 21-51 years). Gender was reported as 18.4{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 72) male, 81.1{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 317) female, 0.3{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 1) gender non-binary, and 0.3{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 1) preferred not to answer. Most participants (96.2{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}, n = 376) reported taking an online course previously. The distribution of preferred learning styles of the sample was 36.1{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 141) visual, 7.7{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 30) auditory, 15.6{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 61) reading/writing, and 40.7{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 159) kinesthetic (hands-on). 

Participant preferences for online education

Table 1 reports the study participants’ agreement and disagreement with statements pertaining to their perception of online education. Most students disagreed to some degree (strongly disagreed, disagreed, or somewhat disagreed) with four out of the five Likert-scale statements studied; 76.5{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 299) disagreed with the statement “Most people believe that online learning is more effective than traditional methodologies”, 72.4{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 283) disagreed with the statement “In a course with both traditional and online methodologies, I learn better through the online portion”, 69.4{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 271) disagreed with the statement “I prefer online courses to traditional courses”, and 59{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 231) disagreed with the statement “I believe that I can learn the same amount in an online course as in a traditional course.” In contrast, most students (56.5{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}, n = 221) agreed to some degree (strongly agreed, agreed, or somewhat agreed) with the statement “I believe that I can make the same grade in an online course as in a traditional course.”

Likert-scale Statement Strongly Disagree, n ({af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}) Disagree, n ({af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}) Somewhat Disagree, n ({af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}) Neither Agree nor Disagree, n ({af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}) Somewhat Agree, n ({af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}) Agree, n ({af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}) Strongly Agree, n ({af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db})
Most people believe that online learning is more effective than traditional methodologies. 96 (24.6) 125 (32.0) 78 (19.9) 29 (7.4) 39 (10.0) 14 (3.6) 10 (2.6)
In a course with both traditional and online methodologies, I learn better through the online portion. 104 (26.6) 117 (29.9) 62 (15.9) 35 (9.0) 29 (7.4) 27 (6.9) 17 (4.3)
I prefer online courses to traditional courses. 116 (29.7) 96 (24.6) 59 (15.1) 27 (6.9) 41 (10.5) 25 (6.4) 27 (6.9)
I believe that I can learn the same amount in an online course as in a traditional course. 74 (18.9) 83 (21.2) 74 (18.9) 22 (5.6) 55 (14.1) 48 (12.3) 35 (9.0)
I believe that I can make the same grade in an online course as in a traditional course. 41 (10.5) 48 (12.3) 42 (10.7) 39 (10.0) 67 (17.1) 101 (25.8) 53 (13.6)
Table
1: Levels of Agreement with Likert-scale Statements Regarding Perception of Online Education

n, number of participants

Relationships between participant characteristics and their preferences for online education 

Age

One survey respondent was omitted from analysis due to an erroneous input of their age (“2t”) which could not be validated. As reported in Table 2, no significant correlation was observed between age and preference for online education. 

Likert-scale Statement What is your current age?
n Pearson Correlation p-value
Most people believe that online learning is more effective than traditional methodologies. 390 0.02 0.66
In a course with both traditional and online methodologies, I learn better through the online format. 390 0.09 0.07
I prefer online courses to traditional courses. 390 0.06 0.23
I believe that I can learn the same amount in an online course as in a traditional course. 390 0.03 0.56
I believe that I can make the same grade in an online course as in a traditional course. 390 0.01 0.79
Table
2: Correlation of Likert-scale Statements with Age

n, number of participants

Gender

Only male and female genders were used in the analysis as these categories made up 99.49{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} of the sample. As reported in Table 3, no significant relationship existed between gender and preference for online education. 

Statement Gender n Mean Standard Deviation t df Two-sided p-value Mean Difference 95{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} Confidence Interval of the Difference
Lower Bound Upper Bound  
Most people believe that online learning is more effective than traditional methodologies. Male 72 2.64 1.50 -0.16 387 0.87 -0.03 -0.43   0.37    
Female 317 2.67 1.56  
In a course with both traditional and online methodologies, I learn better through the online format. Male 72 2.72 1.68 -0.31 387 0.76 -0.07 0.23 -0.52  
Female 317 2.79 1.75  
I prefer online courses to traditional courses. Male 72 2.89 1.84 -0.09 387 0.93 -0.02 -0.51 0.47  
Female 317 2.91 1.92  
I believe that I can learn the same amount in an online course as in a traditional course. Male 72 3.58 2.07 0.59 387 0.56 0.15 -0.36 0.66  
Female 317 3.43 1.95  
I believe that I can make the same grade in an online course as in a traditional course. Male 72 4.33 2.06 -0.44 387 0.66 -0.11 -0.61 0.39  
Female 317 4.44 1.93  
Table
3: T-test Comparison of Likert-scale Scales by Gender

n, number of participants; t, independent sample t-test; df, degrees of freedom.

History of Taking an Online Course Previously

As reported in Table 4, no significant relationship existed between taking an online course previously and preference for online education. 

Statement Online Course Previously n Mean Standard Deviation t df Two-sided p-value Mean Difference 95{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} Confidence Interval of the Difference
Lower Bound Upper Bound  
Most people believe that online learning is more effective than traditional methodologies. Yes 376 2.66 1.53 -0.74 14.58 0.47 -0.41 -1.59   0.77  
No 15 3.07 2.12  
In a course with both traditional and online methodologies, I learn better through the online format. Yes 376 2.77 1.71 -0.79 14.56 0.45 -0.50 -1.85 0.86  
No 15 3.27 2.43  
I prefer online courses to traditional courses. Yes 376 2.90 1.88 -0.61 389 0.54 -0.30 -1.29 0.68  
No 15 3.20 2.31  
I believe that I can learn the same amount in an online course as in a traditional course. Yes 376 3.44 1.96 -1.86 389 0.06 -0.96 -1.98 0.06  
No 15 4.40 2.20  
I believe that I can make the same grade in an online course as in a traditional course. Yes 376 4.38 1.94 -2.74 15.53 0.02 -1.22 -2.17 -0.27  
No 15 5.60 1.68  
Table
4: T-test Comparison of Likert-scale Statements by History of Taking an Online Course Previously

n, number of participants; t, independent sample t-test; df, degrees of freedom.

Preferred Learning Style

As reported in Table 5, the highest mean score (most agreement) for each Likert-scale statement was observed with those who selected reading/writing as their preferred learning style; four out of the five differences in means reached statistical significance. There were also statistically significant findings on the pairwise analysis of the different learning styles (Table 6). 

Likert-scale Statement Visual n Mean Standard Deviation 95{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} confidence interval for mean p-value
Lower Bound Upper Bound
Most people believe that online learning is more effective than traditional methodologies. Visual 141 2.75 1.49 2.50 3.00 0.04
Auditory 30 2.70 1.70 2.06 3.34
Reading/Writing 61 3.08 1.80 2.62 3.54
Kinesthetic 159 2.44 1.44 2.21 2.67
In a course with both traditional and online methodologies, I learn better through the online format. Visual 141 2.84 1.71 2.56 3.13 0.02
Auditory 30 2.77 1.87 2.07 3.46
Reading/Writing 61 3.33 2.07 2.80 3.86
Kinesthetic 159 2.53 1.56 2.29 2.78
I prefer online courses to traditional courses. Visual 141 3.01 1.83 2.71 3.32 0.01
Auditory 30 2.73 1.91 2.02 3.45
Reading/Writing 61 3.56 2.25 2.98 4.13
Kinesthetic 159 2.60 1.75 2.32 2.87
I believe that I can learn the same amount in an online course as in a traditional course. Visual 141 3.57 1.99 3.24 3.90 0.55
Auditory 30 3.57 1.96 2.83 4.30
Reading/Writing 61 3.66 2.06 3.13 4.18
Kinesthetic 159 3.30 1.94 3.00 3.61
I believe that I can make the same grade in an online course as in a traditional course. Visual 141 4.43 1.97 4.10 4.75 0.04
Auditory 30 4.47 2.13 3.67 5.26
Reading/Writing 61 5.03 1.75 4.58 5.48
Kinesthetic 159 4.19 1.93 3.89 4.49
Table
5: One-way ANOVA of Likert-scale Statements with Preferred Learning Styles

n, number of participants

Likert-scale Statement Preferred Learning Style (a) Preferred Learning Style (b) Mean difference
(a-b) 		95{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} confidence interval for mean p-value
Lower Bound Upper Bound
Most people believe that online learning is more effective than traditional methodologies. Visual Auditory 0.05 -0.75 0.85 1.00
Reading/Writing -0.33 -0.94 0.28 0.50
Kinesthetic 0.31 -0.15 0.77 0.30
Auditory Visual -0.05 -0.85 0.75 1.00
Reading/Writing -0.38 -1.27 0.50 0.68
Kinesthetic 0.26 -0.53 1.05 0.83
Reading/Writing Visual 0.33 -0.28 0.94 0.50
Auditory 0.38 -0.50 1.27 0.68
Kinesthetic 0.64 0.04 1.24 0.03
Kinesthetic Visual -0.31 -0.77 0.15 0.30
Auditory -0.26 -1.05 0.53 0.83
Reading/Writing -0.64 -1.24 -0.04 0.03
In a course with both traditional and online methodologies, I learn better through the online format. Visual Auditory 0.08 -0.82 0.97 1.00
Reading/Writing -0.48 -1.17 0.20 0.26
Kinesthetic 0.31 -0.21 0.82 0.41
Auditory Visual -0.08 -0.97 0.82 1.00
Reading/Writing -0.56 -1.55 0.43 0.46
Kinesthetic 0.23 -0.65 1.12 0.91
Reading/Writing Visual 0.48 -0.20 1.17 0.26
Auditory 0.56 -0.43 1.55 0.46
Kinesthetic 0.79 0.12 1.46 0.01
Kinesthetic Visual -0.31 -0.82 0.21 0.41
Auditory -0.23 -1.12 0.65 0.91
Reading/Writing -0.79 -1.46 -0.12 0.01
I prefer online courses to traditional courses. Visual Auditory 0.28 -0.69 1.25 0.88
Reading/Writing -0.54 -1.28 0.20 0.23
Kinesthetic 0.42 -0.14 0.98 0.22
Auditory Visual -0.28 -1.25 0.69 0.88
Reading/Writing -0.82 -1.90 0.26 0.20
Kinesthetic 0.16 -0.83 1.10 0.98
Reading/Writing Visual 0.54 -0.20 1.28 0.23
Auditory 0.82 -0.26 1.90 0.20
Kinesthetic 0.96 0.23 1.69 0.00
Kinesthetic Visual -0.42 -0.98 0.14 0.22
Auditory -0.14 -1.10 0.83 0.98
Reading/Writing -0.96 -1.69 -0.23 0.00
I believe that I can learn the same amount in an online course as in a traditional course. Visual Auditory 0.00 -1.03 1.03 1.00
Reading/Writing -0.09 -0.87 0.69 0.99
Kinesthetic 0.27 -0.33 0.86 0.65
Auditory Visual -0.00 -1.03 1.03 1.00
Reading/Writing -0.09 -1.23 1.05 1.00
Kinesthetic 0.26 -0.75 1.28 0.91
Reading/Writing Visual 0.09 -0.69 0.87 0.99
Auditory 0.09 -1.05 1.23 1.00
Kinesthetic 0.35 -0.42 1.12 0.64
Kinesthetic Visual -0.27 -0.86 0.33 0.65
Auditory -0.26 -1.28 0.75 0.91
Reading/Writing -0.35 -1.12 0.42 0.64
I believe that I can make the same grade in an online course as in a traditional course. Visual Auditory -0.04 -1.04 0.96 1.00
Reading/Writing -0.61 -1.37 0.16 0.17
Kinesthetic 0.24 -0.34 0.81 0.72
Auditory Visual 0.04 -0.96 1.04 1.00
Reading/Writing -0.57 -1.68 0.55 0.56
Kinesthetic 0.28 -0.72 1.27 0.89
Reading/Writing Visual 0.61 -0.16 1.37 0.17
Auditory 0.57 -0.55 1.68 0.56
Kinesthetic 0.84 0.09 1.60 0.02
 Kinesthetic Visual -0.24 -0.81 0.34 0.72
Auditory -0.28 -1.27 0.72 0.89
Reading/Writing -0.84 -1.60 -0.09 0.02
Table
6: Tukey Post Hoc Pairwise Analysis of Preferred Learning Styles

Discussion

Purpose and major findings

The PA educational community has endured many challenges and evolved significantly over the last few years. Due to the unfortunate COVID-19 global pandemic, almost every PA program across the country quickly discovered its ability to implement didactic curriculum online and continue the education of PA students at a time when clinicians were crucially needed [23]. Academic administrators, faculty, students, and other stakeholders must now decide what role hybrid PA programs have in the future of PA education. Perceptions of PA students toward online learning should be considered in this discussion; determining these perceptions was the purpose of this study. 

Most pre-COVID-19 studies show that health professions students generally prefer in-person over online education [13-17], and the results of the current study align with those findings. However, the current study also reveals a significant number of PA students who do prefer learning in an online environment. Despite the majority of participants (69.31{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}, n = 271) preferring traditional courses, the survey nevertheless identified 23.79{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 93) who preferred online learning. Furthermore, as the sample population did not include students from programs that currently use online programming as a major component of their curriculum [2], the preference for online education of the entire PA student population may be slightly higher than reported here. The current study also provides insight into the type of student who may prefer learning online. Interestingly, data analysis showed no correlation between age and students’ preference for online education. Similarly, there were no significant relationships between gender or having previously taken an online course and preference for online education. However, a statistically significant relationship did exist between self-reported preferred learning styles and preference for online learning. Although only 15.6{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} (n = 61) of the sample reported their preferred learning style as reading/writing, this group had the most agreement with all Likert-scale statements favoring online education; four out of five of these results were statistically significant. 

Relevance of findings 

A substantial interest among PA students in online didactic education is not surprising considering other recent studies of medical students in a post-COVID-19 educational environment. Stoehr et al. collected cross-sectional data from 3,286 medical students across 12 countries [24]. In their study, 91{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} of participants agreed that lecture-style education was a suitable teaching concept for online learning, 97{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} indicated they had the devices required for online learning, 80{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} felt comfortable using the software required for online learning, 76{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} felt well prepared for online learning, and 62{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} reported being happy with the quality of online courses [24]. Another post-COVID-19 study of 64 medical students at a United States-based allopathic medical school that moved the entire pre-clinical curriculum to a virtual format during the pandemic demonstrated that 70.3{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} of students reported an unchanged or improved overall medical education in a virtual course module compared to a previous module that was taught in a traditional face-to-face setting [25]. Furthermore, a recent systematic review of 24 studies measuring medical student satisfaction with e-learning during the pandemic indicated that 51.8{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db} of the 15,473 medical students studied were satisfied [26]. 

Study limitations

A potential limitation to this study is that it was conducted during the COVID-19 pandemic and perceptions of online education may have been influenced by either positive or negative experiences encountered during this turbulent time in medical education. Furthermore, the study was not experimental in nature and, therefore, could not control for other variables that may have influenced student perception of online PA education, such as the quality of instructional design and the types of resources made available to students at different institutions. Another limitation was that students were asked to self-report their VARK [21] learning style instead of completing the VARK questionnaire, and students were limited in their selection to only a single preferred learning style. Other limitations to this study are those inherent to survey-based research, including an inability to clarify study questions if needed and not allowing respondents to further explain their answers beyond predetermined survey selections. 

Conclusions

Most didactic PA students (69.31{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}) prefer traditional in-person education over online learning. However, the number of didactic PA students that do prefer online learning (23.79{af0afab2a7197b4b77fcd3bf971aba285b2cb7aa14e17a071e3a1bf5ccadd6db}) is also substantial. If we generalize these findings to the 11,299 maximum enrollment slots available per the last PAEA Program Report, there are potentially 2,689 students who may benefit from online/hybrid PA education. Despite these findings, only three out of the 282 currently accredited PA programs are designed to offer a significant portion of their curriculum in an online/hybrid format. Although more research is needed regarding hybrid PA education, based on the findings of this study, the researchers recommend more institutions consider exploring and/or piloting this type of program delivery. Future studies may consider determining the characteristics and preferred learning styles of students who decide to apply to online/hybrid PA programs and how a student’s preferred learning style relates to their satisfaction with, and success in, an online PA educational environment.

Afghan women are flocking to virtual learning amid Taliban’s university ban

Afghan ladies are discovering avenues to pursue their training as the Taliban continues to crack down on women’s rights, a short while ago banning feminine students from heading to college.

Considering the fact that the Taliban took over in August 2021, women’s rights in education and learning have been suppressed for girls of all ages, from secondary university to college.

The Taliban’s severe interpretation of Islamic law has prompted a wave of “underground education and learning,” ranging from magic formula colleges for girls inside the place to gals attending college or university secretly on the net.

The December announcement from the Taliban instantly banning females from college caused at minimum one on the web U.S. school to see an enhance in Afghan feminine applicants.

The College of the Individuals, which works with hundreds of refugees, described in a person 7 days right after the Taliban’s new ban that it acquired 2,208 programs. This is the optimum level of curiosity from Afghan women of all ages considering that the Taliban took about.

“I feel that the gals who arrive to us, most of them, stopped at college. They stopped studying, and they were compelled to go away university. And as this kind of, they have the want to examine. They want to feel that they’re element of the entire world,” University of the Folks President Shai Reshef informed The Hill.

The school previously has 2,000 Afghan females enrolled and 10,000 Afghan girls who’ve applied. And when an Afghan lady is accepted, she is authorized to use a fake title in courses for basic safety. 

Though the Taliban mentioned when they took about in 2021 they would regard women’s legal rights, Afghan women of all ages have experienced rollbacks of their rights to be educated and keep selected work in their state. (AP Image/Ebrahim Noroozi)

Long run Master, a electronic British education system, also declared it would be offering Afghan girls within the state absolutely free entry to all of its courses right after the Taliban banned girls from college.

The enterprise mentioned it has seen a 700 percent raise in visits from Afghanistan because Dec. 22, indicating much more than 2,100 new registrations and additional than 1,800 enrollments. 

Ladies in Afghanistan will have totally free entry to far more than 1,000 classes from different universities and will be supplied a certification upon the completion of each course. 

The outcomes of the Taliban’s ban ended up felt straight away right after the announcement. The Taliban started guarding universities so that gals could not get in, according to reviews, leading to devastating movies for Afghan girls.

“In my family, my mom, my sister and I actually practically cried when we saw individuals women,” female in Afghanistan learning at the University of the Folks informed The Hill. She earlier attended university in individual, finding out computer system engineering, but switched to on the web learning after the Taliban took above.

The names of Afghan women of all ages in this short article are becoming withheld thanks to safety problems.

Virtual studying is complicated from Afghanistan

On line education in Afghanistan in by itself can be inaccessible to the poor and those people in rural locations devoid of steady world-wide-web connections.

One Afghan female who was seeking to enroll in the College of the Men and women informed The Hill she did not have the net relationship needed for virtual education and ended up leaving Afghanistan for one more nation to continue her experiments. 

Even for people in parts with world wide web accessibility, Reshef says the college has to accommodate doing work with the rolling blackouts in Afghanistan the learners may well have.

“We have a good deal of learners who say we never have world wide web this 7 days. It is sporadic, and then they get an extension with the research,” Reshef reported. 

The Afghan female finding out at the College of the People today mentioned that together with the troubles with electrical energy, the price of having a secure online relationship is also a financial barrier. 

The risk of continuing schooling irrespective of the Taliban’s rule puts added anxiety on women of all ages, even in just their homes.

The student in Afghanistan said she has to be watchful even when kin occur to her home and “hide everything” that could present she is finding out on the net.

She stated she is continually doing the job on college and locating options outside her nation in buy to get a job, since it is “nearly impossible” for women to get get the job done in Afghanistan.

“So if I don’t get the training, my spouse and children will starve,” she claimed.

Funding accessible to Afghan ladies

The new troubles Afghanistan faces with instruction, significantly for girls and women of all ages, have not absent unnoticed, and methods are readily available.

A team of 8 institutions, including Dartmouth College or university and New York College, not too long ago launched the International College student Haven Initiative. It appears to give economic assist and support to provide in learners impacted by crises in their country.

Training Bridge for Afghanistan is a team that specially will work to get on the internet education to college students in Afghanistan, in particular ladies and women who have been banned from their universities.

The University of the Persons, which is tuition-totally free but has a price at the conclude of just about every course, has developed scholarships for Afghan females funded by their donors. They are disbursed on a 1st-occur, initially-served basis.

How Online Education Can Help You Become a Better Artist

 Looking to grow to be a greater artist? With so quite a few assets easily readily available on the web, it’s less complicated than ever to choose your artwork to the up coming stage. By harnessing the electric power of on the net education, you can access courses taught by gurus, learn new approaches and techniques, and refine your artistry in any medium you select. In this report, we’ll explore the methods on line instruction can aid you develop into a better artist. Let’s get started.

Better Colleges

A person of the main gains of researching on the internet is that you can entry improved academic possibilities. Several colleges and universities provide excellent courses in the arts, but they are not normally accessible in the vicinity of where you stay. With on the internet education and learning, however, you can choose lessons from major establishments no subject exactly where you are located. You can click right here to examine for the solutions and methods to join. This delivers an unprecedented chance to master from some of the very best academics in the world and get important capabilities that will help advance your job.

When deciding upon these universities, it is essential to contemplate the good quality of their classes and their standing. Make absolutely sure the selected faculty is accredited and delivers respected levels or certificates. For instance, if you want to turn out to be a much better visible artist, glimpse for an on-line college that offers a diploma or certification in artwork.

Assortment of Programs

Another wonderful reward of on the net schooling is the wide range of classes offered. No make any difference what medium you are fascinated in pursuing (painting, drawing, sculpting, etc.), you can come across programs tailor-made to your precise wants. Some courses deal with the basics of art, such as colour idea, style principles, and composition.

These programs provide an great foundation for extra sophisticated classes. In addition, you can discover classes concentrating on different art variations (summary, impressionism, realism, etcetera.) and strategies (oil painting, electronic artwork, and so on.). By taking edge of these courses, you can develop a deeper knowledge of the mediums and procedures you are interested in and hone your creative capabilities.

Access to Gurus

By on the net education and learning, you also obtain accessibility to marketplace gurus. Many programs attribute instructors who have a long time of experience in the arts. Not only do they provide important insight, but they can also give you opinions on your function and help you establish as an artist. For illustration, if you’re functioning in the direction of getting to be a painter, your teacher could suggest ways to increase your approach or give tips for producing much better compositions.

In addition to, you can uncover mentors on-line who will give you advice and support you do the job by any challenges you face in your inventive journey. For instance, if you are studying tunes, you can access out to knowledgeable musicians who have absent by means of the identical activities you are going through.

Versatility

Finding out on-line is also very convenient. You can study on your very own plan, this means you can uncover the time to apply and hone your craft even if you have a occupied everyday living. In addition, quite a few on the internet classes permit you to go at your have tempo, so you do not have to get worried about preserving up with the rest of the course. You can just concentration on mastering the product and perfecting your competencies.

What’s more, you can simply access your program components at any time. This suggests you can critique matters whenever you need to have, letting you to retain far more data and development speedier. In addition, lots of classes offer methods outside of class (video clip tutorials, reading components, and so on.) that can support supplement your learning.

Lowered Learning Expenses

Learning on line can also preserve you dollars. You really do not have to get worried about the price tag of transportation or getting textbooks because these are usually integrated in your program service fees. Moreover, a lot of on line faculties offer you special discounts and scholarships that can considerably cut down your tuition expenses.

Moreover, you really don’t have to fork out for products like canvases, paints, or other provides when you examine online. Most of your discovering will be done digitally, eliminating the need for physical products. So if you do not have the funds to purchase artwork provides, learning on the internet is a wonderful choice.

Networking Chances

At last, learning on the internet permits you to develop interactions with other industry experts in the art world. You can connect with people today who share your interests and passion for art by forums, discussion boards, and social media networks. You can also locate artists and academics from all all over the environment who will present assistance, respond to questions, and assistance you come across opportunities.

By using advantage of these networking prospects, you can create significant associations and obtain beneficial insight that will support you on your creative journey. You will be taking pleasure in ideas and factors you have never believed of before.

On the web education and learning has aided quite a few artists gain the abilities and expertise they have to have to attain their targets. Whether or not you are a novice or an seasoned artist, loads of courses and methods are out there to support you turn out to be a far better artist. With the ideal steerage and perseverance, you can make terrific strides in your artwork job. So do not be reluctant to just take gain of on line training now.

  • Allen Brown

    The details contained in this article is for informational uses only and is not in any way intended to substitute professional assistance, healthcare treatment or tips from your physician.

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6 Reasons Why You Should Consider Online Learning

With so several educational opportunities at our fingertips, it can be tricky to make a decision which route is most effective for you. When regular instruction may perhaps be the norm, on line studying has come a prolonged way in current years. It can provide pupils with a wide range of rewards. In this write-up, we will focus on six motives why opting for on-line understanding may possibly be the correct alternative for you. From better adaptability and benefit to enhanced entry to industry experts and additional, there are a lot of positive aspects when it will come to undertaking an on the net study course. So if you are considering having your instruction in a new direction, study on to find out why on line discovering could be the best healthy.

Accessibility to Specialist instructors

When you take classes on the web, you have obtain to skilled instructors who can assistance you study the material. These instructors are usually professionals in their discipline. They can provide you perception that you would not get from a regular classroom setting. They can also answer any questions that you might have about the course materials. Plus, most on the web classes also provide community forums where by students can connect and ask thoughts to just one one more. Several on the web classes also deliver further methods like system components, research guides, and exercise assessments to aid you superior comprehend the materials.

Inexpensive and flexible

There are lots of reasons to think about on-line finding out, but one particular of the most significant is that it is economical and adaptable. With on the net learning, you can help save funds on tuition and service fees by having classes from household. You can also preserve time by getting classes at your possess tempo and schedule. Also, quite a few on the internet faculties provide absolutely free laptops to help you be successful in your scientific tests. Online discovering is a great way to advance your occupation or education and learning. It is also a handy way to get programs if you have a occupied life-style. You can acquire classes at any time of working day or night, and you can examine at your own tempo.

If you are thinking of on the net studying, be confident to analysis the various selections obtainable. There are many reliable on-line educational facilities and universities that supply superior-excellent packages. Make certain you select an accredited establishment so that you can be certain you are finding a high quality instruction.

Study at your own pace

Just one of the fantastic factors about on the internet learning is that it can be done at your very own rate. If you want to consider a training course or two to make improvements to your skillset for do the job, you can do so with out owning to commit to a complete-time degree application. You can also analyze at your own rate if you’re striving to discover a new issue or ability for private enhancement. This can be specifically valuable if you have other commitments that make attending regular courses complicated. Furthermore, you can take as little or as much time as you want to soak up the content without worrying about fitting into a rigid course program.

Get in advance in your job

Whilst the regular academic procedure has a lot to present, it is not the only choice readily available for furthering your job. Online finding out has grow to be a well-known and easy substitute for numerous learners and industry experts who want to attain new techniques or advance their professions devoid of attending a brick-and-mortar school.

There are various causes why you should look at on the web understanding if you want to get forward in your career:

  1. On the web programs are generally more cost-effective than regular faculty programs.
  2. You can study at your personal speed and finish programs on your timetable, which is primarily beneficial if you operate full-time.
  3. Numerous businesses now identify the price of online training and are willing to make investments in workers who go after it.

Networking prospects

On-line mastering provides a range of networking options that can be effective to your profession. You can connect with other gurus in your field, construct relationships with professors and mentors, and create a community of peers.

When you community with other specialists, you can discover about new position opportunities, get suggestions on career progress, and discover mentors who can help you mature in your discipline. You can also acquire associations with classmates and friends who may perhaps be able to offer you assistance and direction as you navigate your occupation.

Constructing associations with professors and mentors can be particularly beneficial as you get started your career. These interactions can deliver guidance and guidance, present opportunities for internships or work, and give you a reference when you apply for positions.

Creating a community of peers is also useful as you transition into the workforce. Your peers can offer help and suggestions, assist you link with other gurus, and provide as a sounding board for concepts.

Find out new matters

With on the internet discovering, you have the option to take programs on a variety of subjects that you may well not be able to review in a common brick-and-mortar school. For illustration, if you are intrigued in mastering about a new tradition or historical past, you can just take an on the web program on that subject matter. You can also obtain courses on virtually any other matter, from business enterprise and finance to cooking and gardening. In addition, online finding out can be a wonderful way to get new expertise or expertise in a specific location.

Retain in thoughts that there are also loads of absolutely free methods available on-line. From educational movies to podcasts and content articles, there’s an abundance of information out there that you can use to learn one thing new. Not to mention, on the web libraries and bookstores are nonetheless good sites to find information and facts and assets to enable you learn.

6 Reasons Why You Should Consider Online Learning

On the net discovering can provide an fantastic instruction while delivering college students the overall flexibility they will need to fit it into their life. With a variety of course possibilities, self-paced discovering, and normally decreased tuition fees than conventional colleges, there are numerous reasons why online discovering could be right for you. No matter whether you are looking to complete a degree or obtain some new abilities, think about researching what online classes could do for your long term. Also, do not fail to remember to acquire advantage of the free of charge resources available on the internet to even further your education. With a little bit of analysis, you can uncover an on the internet training course that will support you access your academic and occupation targets.

Pandemic-forced shift to online education can be boon for future social workers

online learning
Credit rating: Pixabay/CC0 Public Domain

The COVID-19 pandemic pressured training, companies, wellbeing care and several other facets of day to day daily life on line. For social get the job done, that changeover began as a problem, but it can really be an chance for educators, social workers and the individuals they provide. A University of Kansas professor has published a paper arguing that social do the job educators can adapt their teaching procedures in a way that very best prepares their learners to interact with all those they provide, regardless of whether on the internet, in man or woman or both.

Social welfare training, like most disciplines, was transitioning to on the net coursework in the several years prior to the pandemic. The self-discipline characteristics observe programs, in which students study how to set the theories they learn into action. While it can be hard to instruct a person how to build rapport with a shopper, evaluate development of an individual going through remedy, intervene with households in crisis or other techniques on the web, it is needed.

“More than about the last 10 many years, we’ve gone from just instructing social welfare in person to instructing a mix of in-particular person and self-guided on line content material to educating on the internet hybrid programs that leverage educating above a video conference system for synchronous parts that deliver dwell interaction and employing applications like Canvas for asynchronous factors that make it possible for for self-guided on the web things to do,” mentioned Nancy Kepple, associate professor of social welfare.

“We’ve found persons test to translate just what they did in the classroom and say it didn’t perform, or people today adjust considerably what they did to make it in good shape inside of these virtual areas. This paper generally states it’s not an both/or.”

When providing a framework for how to teach apply classes across modalities, Kepple and co-author D. Crystal Coles of Morgan Condition University argue that empowering upcoming social workers to be cozy performing both in-particular person and on the internet with consumers is essential. Social get the job done was currently shifting to increase a lot more telehealth approaches, but the pandemic pressured lots of products and services into an on line place and exposed lots of people today choose to obtain services on the web. The review was released in the Journal of Teaching in Social Get the job done.

“In fashionable social work, we never only have interaction people in individual anymore. I have colleagues in apply for whom functioning with persons just about is their choice, and this is the only way they engage with the people they provide.”

The post is titled “Protecting the Magic,” as Kepple and Coles argue the strengths of one’s exercise instruction can be taken care of as it gets translated throughout modalities. Faculties of social welfare/social operate have returned to extra in-man or woman lessons, but the most important four modalities continue to exist: Conventional in-individual hybrid of in-man or woman and self-guided on the net things to do on the web hybrid of synchronous virtual meetings and self-guided online routines and totally asynchronous on line. The write-up provides a framework in four pieces for drawing on the strengths of each (though navigating their constraints) to ensure they are as helpful as probable throughout modalities by thinking of structural parts of area, time and people today as well as a process ingredient of interactivity.

In terms of understanding location, educators planning exercise programs need to have to think about room, whether a bodily classroom, online house or self-guided course and how college students will interact with every other and instructors. The authors give examples of how follow instructors can motivate folks to get the job done collectively based mostly on the prospects of actual physical or virtual areas, maximizing what is readily available and one of a kind to every. In regard to time, Kepple and Coles focus on how to assure educators and students make the most of it.

For example, in any online course, some sum of time is spent troubleshooting technological innovation. Even though that might take time from instruction, educators can strategize strategies to obtain supplemental time to give again to college students and experiential practices. Whilst looking at folks, educators need to take into account their own strengths as well as the experiences of those people in the course and how those people can be introduced to the fore, whether or not in particular person or in on the web instruction. Ultimately, interactivity is important.

Exercise programs emphasize that learners will need interaction with their teacher, the strategies being conveyed and with fellow students to understand abilities, these kinds of as earning eye contact, empathizing with other individuals, encountering human warmth and other crucial capabilities for social employees. The write-up gives approaches for role-playing and other approaches to construct interactions precise to each individual modality.

“Just reading about these thoughts doesn’t train you how to knowledge or express these essential competencies. You have to fully grasp what empathy is as a notion and as an expertise to efficiently convey it when interacting with another person,” Kepple reported. “Social workers have to be ready to get the job done and assistance people in any house. Our subject is not just confined to doing work with men and women in a 45- or 50-minute session in one space. We want to be on the leading edge of how we prepare our pupils for their career.”

Although technological know-how has advanced to produce schooling and social work expert services, the pandemic forced a speedy adaptation. And nevertheless both equally lifetime and schooling have to some degree shifted back again to former norms, the adjust showed an understanding of both of those know-how and humanity is vital, in accordance to the authors.

Some customers will need to have to acquire products and services just about due to the fact of distance or preference. Some educators might choose in-man or woman courses, but the college student tastes are also diversifying. In addition, the learners who will be the subsequent technology of social employees will want to be organized for new technologies. Educators thinking about how they can innovate in their approaches will support make certain new social workers are adaptable, the authors argue.

“It is essential to imagine by means of how all of these items operate and how that has an effect on how we educate,” Kepple stated. “It really is not brand name new it really is figuring out an intentional way of providing what we know and what we do nicely in a new way. I want social personnel and educators to imagine they know what helps make a fantastic educational house and that they can make observe spaces perform throughout a assortment of techniques.”

Far more data:
Nancy Kepple et al, Preserving the Magic: Adapting Practice Pedagogies Throughout Training course Modalities, Journal of Teaching in Social Operate (2023). DOI: 10.1080/08841233.2022.2120166

Provided by
University of Kansas

Citation:
Pandemic-forced shift to on the internet instruction can be boon for long term social staff (2023, January 10)
retrieved 11 January 2023
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Scholarship Deadline Approaches for Students in Online Degree Programs

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Scholarship Deadline Approaches for Students in Online Degree Programs&#13
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Caroline Chandler, World-wide Campus graphic designer&#13
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Pupils finding out in on the net diploma packages at the U of A will have to implement by Feb. 15 to be thought of for the W.E. Manning Memorial Scholarship to be awarded in the drop of 2023.

The International Campus asks school, advisers, administrators and buddies to share this scholarship deadline with students in on-line plans.

About 25 U of A students in undergraduate or graduate on-line diploma programs can profit from scholarships of $2,000 for every university student. College students can utilize for funding for much more than 40 diploma courses offered by the tutorial faculties and highlighted on the U of A On the net website.

The scholarship committee will give preference to scholarship candidates who show monetary will need, academic benefit or significant group support. Desire also will be given to Arkansas residents and 1st-technology greater education college students. For scholarship functions, a university student will be defined as a very first-technology university student if neither parent attained a larger education and learning diploma.

The U of A Tutorial Scholarship Office environment will announce the awards about 60 times right after the Feb. 15 deadline. Scholarships will use to tuition and costs for the 2023-2024 educational calendar year.

“I imagine that it can be great that there’s a scholarship specifically for on the net students,” mentioned Trinity Barnes of Newark, Arkansas, who is earning a bachelor’s diploma in communication on the web. “It is definitely supplied on the internet learners a spotlight and exhibits that on-line education is of no lesser price than classic experience-to-deal with instructing.”

Barnes was one particular of 29 college students who ended up named in Slide 2022 to receive Manning scholarships.

The World-wide Campus awarded scholarships to four college students in 2018, 7 students in 2019, 22 in 2020 and 25 in 2021. Scholarships honor the memory of William E. Manning, a passionate U of A educator who joined the International Campus in 1975 and died in 1993. Manning, who was 51, was director of credit scientific tests, an business office that now facilitates U of A Self-Paced On line Classes.

“The W.E. Manning Memorial Scholarship aids on-line students defeat one of the significant limitations to better education and learning — charge,” said Cheryl Murphy, vice provost for distance instruction and head of the International Campus. “This is the sixth yr in a row to offer you our scholarship that exclusively gains learners in on the internet degree systems at the College of Arkansas.”

The perform Manning and some others did in the 1980s and 1990s established the foundation for what has turn into the Global Campus, a support device dedicated to helping tutorial schools create and produce superior-top quality on the internet training and workforce growth applications. The Global Campus delivers instructional design providers, technology companies, media products and services and support with marketing and advertising, recruiting and strategic tutorial growth.

Scholarship candidates ought to be enrolled in online diploma applications from the Dale Bumpers University of Agricultural, Foodstuff and Life Sciences the J. William Fulbright Faculty of Arts and Sciences the Sam M. Walton School of Enterprise the Faculty of Education and learning and Well being Professions the School of Engineering or the College of Law.

Presents can be manufactured to the Manning Scholarship fund by the U of A’s Online Providing site.