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JRCERT Update
Creating Quality Online Radiologic
Technology Programs
Julie Lasley, PhD, R.T.(R)(T)
otal enrollment in higher education has distance education component, but regardless of the
declined; however, enrollment in distance edu- delivery format, all accredited programs are required
cation in higher learning is rising—as of 2015, to comply with JRCERT Standards for an Accredited
Tmore than 30% of higher education students Educational Program.
are taking at least 1 distance education course in com- To ensure the quality of distance education radiolog-
parison to 9.6% in 2002. Students seek online courses ic science programs and compliance with the JRCERT
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and programs for various reasons, including flexibility, Standards, program developers have access to various
convenience, accessibility, and academic involvement. tools for program and course development, including
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Online programs and courses provide greater choice for the Open State University of New York Course Quality
today’s learners and also are essential to increasing Review (OSCQR) program, which was adopted by the
institutions’ enrollment, revenue, and sustainability in Online Learning Consortium. The program’s score-
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the competitive higher education market. Online cards are designed to help higher learning institutions
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radiologic science programs are meeting the needs of meet standards for developing quality online learning
radiography, radiation therapy, magnetic resonance, and while meeting regional accreditors or state recognition
medical dosimetry students. agencies standards.
The Joint Review Committee on Education in
Radiologic Technology (JRCERT) supports educa- Online Course Delivery Tools
tional programs in developing quality online programs. Transferring an instructor’s role in a face-to-face
JRCERT defines distance education as “an educational class to a learning management system does not meet
process characterized by the separation, in time or quality online program standards because student
place, between instructor and students.” More than half needs and the skills that faculty need to teach online
of distance education and delivery courses are taught can be absent. Students who learn online want engage-
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through the use of : ment through interactive assignments that allow them
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television to share personal experiences, discuss their perspec-
computer transmissions (eg, broadcast, tives, and listen to others’ perspectives. Instructors
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closed-circuit, cable, microwave, or satellite) must consider important pedagogical implications such
audio or computer conferencing as social presence, cognitive presence, and teaching
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video cassettes or disks presence in online course delivery. Most instructors
correspondence lack the pedagogical and technical skills needed to
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face-to-face instruction with a distance learning teach in online environments. The OLC can pro-
component (ie, a hybrid classroom setting) vide information and tools to help facilitate online
Consistent with JRCERT policy, distance educa- course development.
tion recognition requires the delivery of 4 or more
radiologic science didactic courses delivered to students OLC Scorecard
in a fully distance or hybrid formats. JRCERT cur- The OLC quality scorecard outlines the elements
rently accredits 74 programs that have a recognized of quality online programs, which enables program
RADIOLOGIC TECHNOLOGY, May/June 2020, Volume 91, Number 5 1
