Instructor Attitudes Toward and Voluntary Uses of Online Learning Tools in Allied Health Professions
Date of Award
8-2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Committee Chair
Holly Foster
Committee Chair School
Education
Committee Member 2
Masha Krsmanovic
Committee Member 2 School
Education
Committee Member 3
Kaity Prieto Godoy
Committee Member 3 School
Education
Committee Member 4
Andrew Herridge
Committee Member 4 School
Education
Abstract
Instructors integrate online learning tools in higher education courses to enhance student-centered pedagogical strategy. Quantitative research highlights student outcome achievements for medical and allied health programs, revealing high achievement scores, high GPA, and long-term knowledge attainment. Additionally, faculty opinion of online learning tools has been reflected in qualitative research that provides insight into why instructors may or may not use online learning tools. However, generalizable quantitative data is limited pertaining to instructor attitude toward and voluntary use of online learning tools across allied health professions.
This quantitative, multisite, multidiscipline research explored instructor academic technological agility through attitudes toward, and voluntary use of, online learning tools across three specific time frames surrounding emergency remote learning implemented in 2020. Instructors engaged in pre-clinical courses in allied health graduate programs of audiology, nursing, occupational therapy, physical therapy, and speech language pathology were surveyed. Participants completed an anonymous questionnaire which developed participant demographic profiles and attitudinal information regarding voluntary online learning tool use.
The data revealed positive attitudes toward online learning tools and voluntarily using these tools. While positive attitudes were present, time required to learn online learning tools was a factor across the population. The data showed no significant findings for use of online learning tools across time periods before, during, and after emergency remote learning.
In summary, findings support positive instructor attitude toward online learning tools and intent to voluntarily use online learning tools in pre-clinical courses in allied health programs. Implications of this research highlights support from administration at programmatic and institutional level for anticipating future use of online learning tools to further support student-centered teaching. Future research opportunities include interprofessional collaborative research to further generalize attitudes and voluntary use of online learning tools in allied health professions.
Copyright
Lauren McNichol
Recommended Citation
McNichol, Lauren, "Instructor Attitudes Toward and Voluntary Uses of Online Learning Tools in Allied Health Professions" (2026). Dissertations. 2504.
https://aquila.usm.edu/dissertations/2504