Distance Learning Preparedness for Distance

Distance Learning Preparedness for Distance Learning: Differences in Perception Behavioral Health Counselors and Administrators Building on previous research, a survey instrument was developed and distributed to determine the perceptions and realities facing behavioral health counselors and administrators in regards to their preparedness for distance learning.

Specific items included in the survey covered a wide range of topics applicable to various elements and facets of this issue, including preparedness from a purely practical and technical standpoint, perception of self-preparedness and capability when it comes to utilizing available technologies and communications across computer and Internet technologies, self-assessment of general written communication skills, and attitudes towards instruction methods and access. This study was able to develop more conclusive results than previous research through the breadth of the study (over three hundred total respondents) and rigorous statistical analysis.

Statistical Analysis: Justification and Results Items on the survey were presented as statements with which respondents were asked to agree or disagree n a five point scale -- strongly disagree, disagree, not sure, agree, and strongly agree. Quantification of responses on a numeric scale as a means of combining item responses as parts of larger trends was not attempted; instead, such trends were examined following statistical analysis of each individual instrument item.

This is one of the reasons for the heightened external validity and reliability of this study compared to previous similar studies. Data was first gathered and compiled in simple charts and graphs reflecting the counts and proportions of administrators and counselors that gave each of the five responses to each specific instrument item. Though not providing any additional analysis, these visual representations make it possible to spot potential trends and correlations in the raw data, which can assist in the interpretation of results and guide statistical analysis.

Three simple charts and graphs were constructed to record the responses from each instrument. Responses from both counselors and administrators combined were presented as simple bar graphs, demonstrating the overall spread of responses and the proportion of each response. A similar graph with separate bars for administrator and counselor responses were also created, showing similar trends but also showing the beginnings of differences between administrators and counselors in a clear and visually discernible manner.

Finally, charts were compiled for each item showing the percentage of each response divided between counselors and administrators and as percentages of the whole, with responses quantified and averaged at this point as well. This allowed for the inclusion of a Mantel-Haenszel Chi-Square analysis, also shown on the charts, to determine the degree to which counselor and administrator responses to the instrument items differed, or if any statistically significant differences existed at all.

Each of these steps in the statistical analysis of the raw data collected is clearly justified by the effects of such analysis; few manipulations were employed that ran a risk of eroding validity or encouraging misinterpretation. The results of the statistical analysis were fairly clear in many cases, though there were also areas where statistically significant differences were not found to exist between behavioral health counselors and administrators.

Even when differences were found, in fact, these differences did not necessarily have practical import on the subject being studied; access to technology was rated quite highly by both groups, despite significantly higher ratings from administrators, for instance. Though there was a statistically significant spread between administrators and counselors in this area, bit groups.