Abstract
Higher education and professional training have increasingly adopted online and compressed course formats to meet workforce needs and expand access (Al-Youssef, 2023; Pregowska et al., 2021). While these formats provide greater flexibility for learners, they also raise important questions about course duration and its impact on student learning, knowledge gains, and course evaluation ratings (Pregowska et al., 2021). Course evaluations are widely used to assess participants’ perceptions of course quality, value, and applicability (Al-Kharusi, 2023; Loveland, 2007). Prior research suggests that course evaluation ratings may be influenced by factors beyond instructional quality, including participant background and course structure (Daskalopoulou, 2024).
This study examined how participant characteristics, course delivery duration, and knowledge gains related to two course evaluation outcomes: perceptions of online course design and transferability to the job in Fort Hays State University’s Online National De-escalation Training Center (NDTC) program. iIRB-approved archival data from 677 participants were analyzed across 15 online course sections offered between October 2024 and June 2025.
Department/Program
TILT
Submission Type
online only poster
Date
4-13-2026
Rights
Copyright the Author(s)
Recommended Citation
Yu-Harper, May
(2026)
"Perceptions of Online De-Escalation Training,"
SACAD: Scholarly Activities: Vol. 2026, Article 62.
Available at:
https://scholars.fhsu.edu/sacad/vol2026/iss2026/62
