Year of Award

2026

Document Type

Dissertation

Degree Type

Doctor of Education (EdD)

Degree Name

Educational Leadership

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

Erica Allen

Commitee Members

John Matt, Michael Owens, Lanny Inabnit, Jason Neiffer

Keywords

Asynchronous, Educational Video, Instructor Created Video, Online Education, Perception of Administrative Support, Respiratory Care

Abstract

Background: The recent proliferation of online education has highlighted the need to reduce transactional distance and increase the community of inquiry presence between the instructor and students and between students. This quantitative non-experimental study examined the differences in perception of administrative support for instructor-created video (ICV) between faculty and administrators within Commission on Accreditation of Respiratory Care (CoARC) higher education programs of Respiratory Care. Methodology: The Difference in Perception of Administrative Support (DPAS) survey was utilized to collect data from 93 valid participants through a snowball sampling method. Analysis was performed using an independent samples t test and Cohen's d effect sizes to evaluate the primary research question and six associated research sub-questions. Results: Primary results revealed no statistically significant difference in the overall perception of administrative support for ICV between faculty (M = 4.27) and administrators (M = 4.41). Statistically significant differences were identified regarding video use: current and potential users perceived higher benefit from increased support and greater willingness to increase ICV production compared with non-video users. Conclusions: No statistically significant difference in perception of administrative support for ICV was found between faculty and administrators in Respiratory Care programs. This differs from existing literature, possibly indicating that in specialized fields of study like Respiratory Care, a more unified understanding of the educational needs shared by faculty and administrators. Generalized online teaching training is often insufficient for ICV purposes. Administrative support for ICV should be strategically allocated to faculty currently using ICV, while barriers to ICV implementation should be addressed in non-users.

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© Copyright 2026 Brian Daniel Cayko