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ERIC Number: EJ1179848
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: ERIC
ISSN: ISSN-1528-3518
Student Perceptions of Factors Influencing Success in Hybrid and Traditional DPT Programs: A Q-Sort Analysis
Cherry, Lance; Blackinton, Mary
Quarterly Review of Distance Education, v18 n4 p71-81 2017
There is a dearth of literature in physical therapy education regarding factors students believe to influence success, and little to no literature describing such beliefs related to hybrid education in the health professions or specific to physical therapy. The overarching purpose of this investigation was to determine students' perceptions of factors they believe influence their success in a hybrid Doctor of Physical Therapy (DPT) program and to compare their perceptions with students in a traditional DPT program. Subjects were recruited from two programs within one university--a hybrid DPT program and a traditional DPT program. The goal was to include variables related to both the individual student (I) and educational environment (E). Since this study was conducted to investigate student perceptions of success, the researchers used a descriptive methodology called Q-Sort because it characterizes opinions through comparative rank ordering (Portney & Watkins, 2015). Findings showed that while both hybrid and traditional students perceive time management, academic work ethic, and ability to prioritize study focus as strongly influencing student success, self-initiation in learning, problem-solving, and organization of courses were perceived by only hybrid DPT program students as factors influencing success whereas the instructors' ability to organize course material was only identified by the traditional DPT students. Further, there was consensus in the hybrid DPT cohort regarding factors influencing success compared to traditional DPT students.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A