Running head: TEXAS ONLINE ACADEMIES: ONE STEP FORWARD OR TWO
Texas Online Academies: One Step Forward or Two Steps Back? Greg Mayes
CERTIFICATION STATEMENT
I hereby certify that this paper constitutes my own product, that where the language of others is set forth, quotation marks so indicate, and that appropriate credit is given where I have used the language, ideas, expressions, or writings of another.
Abstract
The Amarillo Fire Department (AFD) requires all firefighters to hold Basic Firefighter certification from the Texas Commission on Fire Protection (TCFP) prior to employment. The AFD became aware that the TCFP was certifying firefighters after they completed an online course with an abbreviated skills academy. The problem was the AFD did not have an accurate understanding of the level of training online that fire academy students had received. The
purpose of this project was to determine if the training given to online fire academy students was comparable to the training received by traditional fire academy students. Descriptive research was used to answer the following research questions: a) What are the accepted best practices used to teach psychomotor skills to adults? b) What is the process to obtain State certification for online and traditional fire academy students? c) What comparisons can be made between the training received by online and traditional fire academy students? d) What are departments similar to the AFD doing in regards to online fire academy graduates? The procedures used were literature review and interviews with TCFP staff members. Telephone surveys were conducted with online and traditional fire academies as well as Texas fire departments similar in size to the AFD. It was discovered that online academy students spent significantly less time mastering skills than traditional academy students. The research also determined that one-half of the departments surveyed would not recognize TCFP certification obtained after completing an online academy. It was recommended that the AFD no longer accept applicants who attended an online academy to obtain TCFP certification. Recommendations also included that the TCFP certification indicated the type of academy attended, explore options to increase the skills training time in online academies, and have new applicants complete a survey verifying that all necessary skills were taught in an academy.
TABLE OF CONTENTS
Certification Statement . . . 2
Abstract . . . 3
Table of Contents . . . 4
Introduction . . . 6
Background and Significance . . . 7
Literature Review . . . 11 Procedures . . . 26 Results . . . 29 Discussion . . . 39 Recommendations . . . 45 References . . . 47 LIST OF APPENDICES Appendix A: TCFP Training Approval and Testing Officer Interview Questions . . . 52
Appendix B: Survey Questions for Online Academies . . . 53
Appendix C: Survey Questions for Traditional Academies . . . 54
Appendix D: Survey Questions for Dual Format Academies . . . 55
Appendix E: Survey Questions for Fire Departments . . . 57
Appendix F: Survey Results of Online Academies . . . 58
LIST OF APPENDICES (CONT.) Appendix H: Survey Results for Organizations Providing Online
and Traditional Academies . . . .. . . 60 Appendix I: Survey Results of Texas Fire Departments . . . 61
LIST OF TABLES Table 1: Hours of Skills Training Delivered by Organizations
Providing Dual Format Academies . . . 33 Table 2: Training Hours Scheduled by Online Academies . . . 34 Table 3: Averaged Number of Hours Scheduled for Live Fire Evolutions
Texas Online Academies: One Step Forward or Two Steps Back Introduction
Technological advances have had a profound effect on the daily lives of people living in the United States during the past 20 years. Once an indicator of social status, cellular phones are now carried by a large number of school children. In addition to allowing the user to place a phone call from almost any location, today’s most basic cell phones record music, take digital photographs, and record digital video. The personal computer (PC) has become commonplace in the American home and is rapidly replacing public libraries and the evening news. Access through the Internet to information stored on computers around the world has led many to call the end of the twentieth century and the beginning of the twenty-first century the Information Age (Alberts & Papp, 1997, p. 13).
Konrad Zuse built the first digital computer that would perform basic mathematical computations in 1941 (National Science Foundation, 1994). Since that time innovations in computer technology and programming have led to an exponential growth of PC users around the world (The World Bank, 2010). In addition to limitless business uses, a PC allows an individual to pay bills, perform banking transactions, order goods and services and interact socially with others. It has also become common for individuals to further their formal and informal education through online classes without ever leaving their home.
Online classes can be defined as classes in which students complete required activities from a location distant from the institution offering the education (Highline Community College, 2009). They interact with the instructor and classmates via a computer connected to the Internet. This is a considerable change from the traditional class setting where students and the instructor meet regularly on a campus. The first college level online classes were offered in the 1980s and
served as an alternative to correspondence courses that involved students and an instructor exchanging information and documents through the mail system (Morabito, 1999). Online classes are generally more demanding than those taught in a traditional classroom setting and have a proven track record in general academic study at the college level.
The Amarillo Fire Department (AFD) requires new employees to be certified by the Texas Commission on Fire Protection as a Basic Firefighter. Historically, students attended a traditional fire academy to obtain their certifications. The State of Texas now certifies students that have completed an online fire academy and attended an abbreviated skills academy. The problem is the AFD does not have an accurate understanding of the level of training that online fire academy students have received. The purpose of this project is to determine if the training given to online fire academy students is comparable to the training received by traditional fire academy students. The descriptive research method will be used to answer the following
questions: a) What are the accepted best practices used to teach psychomotor skills to adults?, b) What is the process to obtain State certification for online and traditional fire academy students?, c) What comparisons can be made between the training received by online and traditional fire academy students?, and d) What are departments similar to the AFD doing in regards to online fire academy graduates?
Background and Significance
The city of Amarillo is located in the center of the Texas Panhandle and is the largest community in the 26-county area (Panhandle Regional Planning Commission, 2009). The AFD is an all-paid fire department with 244 members that respond from 11 fire stations. The AFD responds to more than 90 square miles and serves a city population of over 185,000 (US Census Bureau, 2009).
The city of Amarillo adopted the Local Government Code 143 of the Texas Statutes over fifty years ago. In doing so, the AFD became a Civil Service department bound by the rules and regulations set forth by the State of Texas Constitution. Included in Code 143 is the process for hiring and promoting employees (State of Texas, 2009).
The Texas legislature combined four State departments to form the Texas Commission on Fire Protection (TCFP) in 1991 (Texas State Historical Association, 2010). Among the
responsibilities of the TCFP is to ensure that all paid firefighters in the State of Texas are, at a minimum, certified at the Basic Firefighter level (Texas Commission on Fire Protection [TCFP], 2010a). The TCFP has been given authority by the Texas Legislature to establish and enforce standards for fire protection personnel training, protective clothing, and self-contained breathing apparatus. The TCFP has produced a training curriculum that must be followed by all fire academies, and the TCFP must approve the training program and facilities before an academy may begin.
Prior to 1989, AFD Training Captain D. Eaves reports that candidates for the position of firefighter with the city of Amarillo were ranked according to their score on a Civil Service examination, and were required to pass a physical agility test (personal communication, August 4, 2010). Employees were hired based on current needs and were given approximately one week of skills training before being assigned to a station. After several employees had been hired, they were pulled from the stations and attended a rookie school. This training lasted from three to four months and focused on the firefighting skills utilized by the AFD. New employees were also given medical training and obtained an Emergency Medical Technician (EMT-B) certification from the State of Texas.
Eaves (personal communication, August 4, 2010) stated that in 1991 the AFD began a joint venture with Amarillo College (AC) to transition the entry-level firefighter training to a college program. The AFD provided instructors, equipment and facilities. The AFD training staff worked with AC administrators to develop a training program that was compliant with TCFP requirements. By 1994 AC was providing a traditional fire academy to the general public based on routine college admissions criteria. The program is still supported by the AFD. Changes are made each year to keep the program in compliance with the requirements of the TCFP.
AFD District Chief M. Lusk (personal communication, August 4, 2010) explained that with the establishment of this program, the AFD changed its hiring procedures to require
prospective employees, as a minimum, to hold a Basic Firefighter and EMT-B certification from the State of Texas as a condition of employment. Prospective employees continue to take the Civil Service examination and are ranked according to their score. This policy enabled the AFD to hire trained, certified firefighters and put them in stations after a 7 to 14 day orientation. This procedure remained in place with few modifications until 2007. The orientation period was extended at that time in response to concerns by line officers that the new firefighters did not demonstrate the skills needed to be successful during their first year. The 2010 orientation given to new employees was extended to six weeks before they were assigned to a station.
In 2008 the AFD became aware that some candidates for the position of firefighter with the city of Amarillo had received their Basic Firefighter certification after completing an online academy and attending a two-week skills academy. A cursory glance at the online programs revealed that the skills portion of the training was considerably shorter than the traditional academy offered by AC. It was also noted that the only fire department in the region similar in
size and hiring practices to the AFD would not accept candidates that had attended an online academy.
The AFD has a policy that assures all apparatus will be staffed with a minimum of four personnel at all times. Anytime personnel levels fall below what is required to maintain four-person crews, off-duty firefighters are called back and paid at one and one-half times their normal hourly wage. The current hiring practices of the AFD have proved very beneficial in the past (M. Lusk, personal communication, August 4, 2010). The AFD has successfully been able to hire fully trained and certified firefighters to minimize training costs and reduce the workload of the AFD training staff. Historically, this policy has resulted in a relatively short orientation period for new employees. Another benefit of the current hiring process is that it minimizes the amount of time the AFD is understaffed and put in the position of utilizing costly call back procedures.
It is in the best interest of the AFD to hire the most qualified individuals as firefighters. Currently, the AFD does not have the information needed to properly assess the training received by online academy students. If online fire academy students have received the proper training to adequately prepare them to work as an AFD firefighter, this should be documented. If there are substantial differences in the training delivered in the two types of academies, the discrepancies must be identified and evaluated.
This project relates to two key issues presented in the Executive Leadership course presented by the National Fire Academy. The first key issue is in the area of decision-making. The leadership of an organization must have sufficient information to make a quality decision (National Fire Academy, 2005, SM 4-3). The second key issue is using strategies to exert influence for the betterment of an organization (SM 8-3). In this instance, it must be determined
if the training provided by online academies is effective for both the individual and our organization. This information will help determine whether or not influence should be used to effect a change in hiring practices.
This project will support the fourth goal of the United States Fire Administration, which is to improve the fire and emergency services’ professional status (United States Fire
Administration, n.d., p. 10). This project will examine the competency-based approach currently being utilized to train and certify Texas firefighters.
Literature Review
The Internet had its beginnings in the US military. In response to the Soviet Union’s successful launching of Sputnik, President Eisenhower established the Advanced Research Projects Agency (ARPA) in 1958 (Defense Advanced Research Projects Agency, n.d.). One of ARPA’s goals was to establish a network of computers that could talk to each other during a national crisis. ARPA quickly developed the ability to share information within their system and connect to outside systems, but outside networks could not talk to each other (Markoff, 1999). In 1969, computers at four universities under the direction of ARPA were successfully connected and exchanged information (Hafner & Lyon, 1996). This was the first application of today’s Internet. During the ensuing years, government offices and universities were added to this network, but the Internet was not readily available to the general public. In the 1980’s, computer protocols were expanded to include the World Wide Web (www.) protocol, greatly increasing public accessibility.
In 1993, there were 400,000 Internet users in the US. (The World Bank, 2010). Today there are over 230 million Internet users in the US and 1.6 billion worldwide. Colleges and universities continue to be a major player in the Internet world. The number of online courses
has grown to the extent that it is now possible to complete a wide range of accredited degree programs without entering a classroom. The University of Texas, through its network of schools, currently offers 11 different masters programs and one doctorate program that can be completed entirely through an online class curriculum (University of Texas, 2009).
As online courses gained popularity in the 1990s, questions were posed concerning the quality of the education received by online students (Chao, Saj, & Tessier, 2006). Guidelines have been established by numerous organizations that focus on web design, ease of use and helpful graphics; however, quality control regarding online classes is an internal affair for most institutions. The North American Council for Online Learning (NACOL) has established a quality grading criteria for online courses that assesses content, instructional design, technology, student assessment, and course management (North American Council for Online Learning, n.d.). NACOL suggests their grading criteria be adjusted to fit the institution’s needs and that of their students.
In a 2007 study conducted for the Association of Public and Land-Grant Universities, faculty members of 69 colleges and universities were surveyed about online classes (Seaman, 2009, p. 29). Seaman found that 48% of instructors that had taught an online course felt the student learning outcomes were lower in online courses than for students in traditional classes. Only 14.8% felt learning outcomes were improved in an online format. Among instructors who had not taught an online course, 82% believed the student’s learning outcomes were lower. The majority of instructors in both groups agreed it took more effort to develop and teach an online course compared to a traditional class. In spite of misgivings, almost all of the participants in the survey stated they would, or had, recommended an online class to a student. The flexible
schedule and the ability to reach students who would not otherwise receive higher education were cited as the main reasons for support of online classes.
The American Heart Association offers a Basic Life Support course through a
combination of online study and hands-on training in a lab setting (American Heart Association, 2010). In their program students acquire the cognitive skills through online study and then attend a traditional class to learn the necessary psychomotor skills.
The State of Minnesota (MN) has instituted a similar program for its emergency
responders (Beckering, 2003). Prior to 2002, MN firefighters and emergency responders had to attend a 48-hour, classroom only, course in order to become certified as a first responder. Access to schools and scheduling conflicts often resulted in a shortage of certified emergency
responders, particularly in the rural areas of MN. Through the Minnesota State Colleges and Universities system, a blended e-learning curriculum was developed. Students complete 30 hours of training via the Internet and 24 hours of skills training in a traditional classroom setting. The new program calls for six additional hours of study, but the time required for students to
physically be in a classroom was reduced by 50%.
The NFA’s Degrees at a Distance Program (DDP) is an independent-study program that allows participants to pursue college level courses or a Bachelor’s degree without attending on-campus classes (Loyd & Richardson, 2010, p. 57). Online classes are quickly becoming the preferred method to complete the DDP. A model curriculum to obtain an Associate’s degree in fire science was developed by the Fire and Emergency Services Higher Education (FESHE) conference (p. 60). This curriculum identified six core associate-level courses; however, Fire Firefighter I or Firefighter II certifications are not available in an online format from the DDP.
Malcolm Knowles is the best-known modern interpreter and advocate of the andragogy theory (Rachal, 2002, p. 210). Andragogy is the art of instructing adults. Knowles believes adult learning is framed around their self-concept and is influenced by their life experiences. The assumption is made that adults have a readiness to learn or they would not be in attendance. Adults have a specific purpose for learning and the presentation of materials should be problem-centered (Stowell, 2006, p. 138). Knowles advocates the adult student should be involved with setting learning objectives, and the instructor should be responsible for assisting the adult learner in achieving this goal (Rachal, p. 214).
Knowles eschews written tests as a measure of success (Rachal, 2002, p. 217). He instead focuses on an observed change in behavior or the acquisition of a new skill. The primary purpose of andragogical learning is to create or increase proficiency or competence, which should be measured in a performance-based assessment. Rachal (2002) believes that it is
impossible to instruct solely following the andragogical model. The situation and the information that must be mastered by the adult learner in an academic setting will determine the level that the theories of andragogy can be applied. Rachal holds that, for a large number of applications, traditional methods of instruction should be blended with the procedures proffered by Knowles.
The preferred method for teaching a student a psychomotor skill is dependent upon the task itself (“Psychomotor Learning,” 2010). Simple skills can be taught with a mass practice that allows little time for rest or reflection. More complicated skills or skills used as steps in a larger task should be taught and practiced over several training sessions. In either scenario, feedback from an instructor is crucial to correctly performing the skill and to achieve long-term retention.
Information is stored in short-term memory as it is presented to a student (Stowell, 2006, p. 153). Students can typically hold up to seven pieces of new information. If the student deems
this information worthy, it can be converted to a long-term memory. Allowing the student time to repeat or study the information or perform a skill several times is necessary to change a short-term memory into a long-short-term memory. The new information should be linked to other
knowledge in long-term memory in order for the student to retain the information.
In Taxonomy of Educational Objectives, Dr. Benjamin Bloom identified three types, or domains, of learning in the 1960s (Stowell, 2006, p. 141). The first is the cognitive or knowledge domain in which a student acquires the factual or technical knowledge about a subject. Within this domain are six levels of learning that begin with the simplest ideas and culminate with evaluation. One method of evaluating cognitive learning is with written tests. It is at this level in the cognitive domain that students can justify decisions based on their understanding of the factual or technical information.
Bloom’s second type of learning is the psychomotor domain (Stowell, 2006, p. 143). It is here that knowledge gained in the cognitive domain is applied to physical movement. Bloom identified five steps necessary to master a skill: a) observation, b) imitation, c) adaptation, d) performance, and e) perfection. During observation the students watch the instructor perform the skill. Students then move to the second step by imitating the task with guidance from the
instructor in a step-by-step manner. During the adaptation phase the students internalize the task and refine their physical actions. At the fourth step, students perfect the skill through repeated practice until their performance is automatic. In the final step, student performance is flawless, and the student has the ability to modify actions to assist in acquiring new skills.
Anderson (1982, p. 396) is in agreement with Bloom. The acquisition of the cognitive knowledge is necessary before a psychomotor skill can be learned. Anderson refers to the acquisition of knowledge of a concept as the declarative stage and application of the knowledge
domain to a particular skill as the procedural stage. His steps for instruction of a psychomotor skill mirror those of Bloom. In Anderson’s model, the procedural stage is complete when the individual steps for completing a task are condensed through practice to the point that the student views them as a single evolution.
Billikopf (2006) suggests a similar technique for teaching psychomotor skills. He advocates demonstrating the skill, allowing students to practice the skill under supervision, allowing them to work alone and evaluating the performance. After an evaluation, the student can be further coached based on the results of the evaluation. He cautions that the steps may need to be repeated several times due to differences in learning speeds of the students and complexity of the task. As a final step to mastery, Billikopf suggests the student cement their skill by
teaching another student.
Adapted from Bloom’s theories, R. H. Daves lists five levels of learning in the psychomotor domain: a) imitation-observe and copy, b) manipulation-perform the task from written or verbal instruction, c) precision-execute the skill reliably, d) articulation-adapt skill to satisfy another task, and e) naturalization-the task becomes effortless (University of Minnesota Duluth, January 26, 2010). Similar to others, Daves stresses that evaluation and feedback to the student are vital in learning to perform a skill accurately and effectively.
Students must sequentially progress through the levels of the psychomotor domain (Stowell, 2006). It is critical that the student be given adequate time and allowed repeated practice to master each level. Instructors must be aware that students will learn at different rates and adjust the time allotted for teaching accordingly. The student must be comfortable within an individual level before advancing to the next.
In addition to Bloom’s works, the Four-Step Process of Teaching is suggested in the book Fire and Emergency Services Instructor (Stowell, 2006, p. 139). This theory was the work of Charles Arnold and was originally developed to train both troops and industrial workers during World War II. During the first step, Preparation, the instructor prepares the students to learn by creating interest or motivation. One technique of generating interest is to cite the personal benefits of mastering the knowledge and skill and relating how this will benefit the student.
Presentation, the second step, and Application, the third step of the teaching process, can be combined during instruction (Stowell, 2006, p. 195). The instructor presents the information and/or demonstrates the skill to be learned. Initial information should be based on something the students have already learned (the known) and progress to what they are currently learning (the unknown). In the realm of psychomotor skills, simpler skills should be taught first. The lesson should then move forward to the more complicated evolutions. Students perform the skills under supervision during Application, while the instructor assists to instill correct habits. This is the most critical action in the process.
The final step of the teaching process is Evaluation (Stowell, 2006, p. 196). Written tests are generally given to assess cognitive learning, and practical demonstration tests are given to evaluate skill abilities. The student performs tasks unassisted under the observation of the instructor, and performance is measured against learning objectives or an applicable standard. The instructor can evaluate student understanding and determine if the desired outcomes have been achieved.
Two methods of teaching are the traditional approach and the mastery approach (Stowell, 2006, p. 155). Traditional teaching is typically used in schools and universities and can be
evaluated with written tests. Stowell explains that mastery teaching is more applicable to the fire and emergency service because the services are competency-based. As the name implies,
mastery is associated with a near complete proficiency in the execution of a skill. With the mastery approach, learning is evaluated by comparing student performance with the criteria or standards stated in the learning objectives.
Practical training evolutions serve multiple functions in fire service training. In addition to meeting the written requirements of hands-on training found in the National Fire Protection Standards (NFPA), they give the student an opportunity to apply the cognitive and psychomotor skills learned in the classroom (Stowell, 2006, p. 283). The training demonstrates the
interrelationship of the various skills and knowledge and improves retention of the skills. The evolutions also give the instructor an opportunity to assess the effectiveness of the training.
As of 1993, all 50 states have some form of certification in place for firefighters
(Strickland, 2003, p. 288). Certifications may be issued on a local, county, regional or even state level. The system may have a voluntary board with voluntary standards, or it may be much regimented with mandatory standards and a regulatory board overseeing the process. Stickland stresses that it is vital that all participants have a clear and common understanding of the expectations from the applicable system.
A certification system can become accredited through one of three major organizations (Strickland, 2003, p. 293). One of these organizations, the International Fire Service
Accreditation Congress (IFSAC), was established in 1991. Membership to the Congress is open to all systems that wish to participate. IFSAC accredits international, national, or regional fire service certification programs, with an emphasis on the certification testing process (TCFP, 2010b).
The TCFP developed a certification system that included a written examination and practical skills testing that complied with the requirements of IFSAC (Hughes, 1995). The system was reviewed in 1996, and it received IFSAC accreditation in 1997. The TCFP testing procedure for Basic Firefighter has been accredited by IFSAC as meeting all the requirements for NFPA 1001 Firefighter I and Firefighter II as well as the requirements for hazardous materials awareness and hazardous materials operations level found in NFPA 472 (TCFP, n.d.). As an accredited system, TCFP certified firefighters are eligible to receive IFSAC seals, provided they meet the specific requirements for each seal.
All paid fire protection personnel in the State of Texas must hold the TCFP Basic Firefighter certification (TCFP, n.d.). In addition, paid fire protection personnel must have medical training, as a minimum, either to the level of Emergency Care Attendant through the Texas Department of State Health Services or American Red Cross Emergency Responder (TCFP, 2010c). Individual jurisdictions, government entities, or private companies may require additional training or certification as a condition of employment. An individual can acquire Basic Firefighter certification either by passing a state examination or through the recognition of
completed training. Individuals from outside of Texas can provide documentation of
accreditation from IFSAC as a Fire Fighter I, Fire Fighter II, Hazardous Materials Awareness, and Hazardous Materials Operations when applying for certification in the State of Texas (TCFP, 2010c, chap. 423). As an individual with these four IFSAC seals, and documentation of the required medical training, can be certified by the TCFP without any testing.
Individuals from outside of Texas that do not have IFSAC seals can submit
deemed as equivalent to that outlined in the TCFP’s curriculum, that individual is eligible to take the Commission’s Basic Firefighter examination.
A Texas resident can become eligible to take the Commission’s Basic Firefighter examination by providing State Firemen’s and Fire Marshals’ Association of Texas (SFFMA) certificate records or documentation of advanced training deemed equivalent to a TCFP
approved Basic Fire Suppression Curriculum (TCFP, 2010c, chap. 423). The SFFMA is a trade organization that encourages and supports training, education and certification for volunteer firefighters (State Firemen’s & Fire Marshals’ Association of Texas, 2008). Volunteer firefighters do not have to be certified by the TCFP to serve on a volunteer fire department (TCFP, n.d.).
The most common path Texas firefighters follow to obtain their TCFP Basic Firefighter certification is through examination after the completion of a recommended 468-hour core curriculum academy (TCFP, n.d.). The training must be delivered at an on-site training facility that is certified by the TCFP and follow a Commission-approved curriculum (TCFP, 2010c, chap. 427). Currently, this training is being offered in both traditional academy settings and in online academies. The TCFP’s Certification Curriculum Manual contains the recommended curriculum to be followed when training fire suppression personnel for certification in the State of Texas (TCFP, 2010d). This curriculum exceeds the minimum requirements found in NFPA 1001, as well as NFPA 472 (TCFP, n.d.).
Before a training facility is certified by the TCFP, a review of the facilities, apparatus, equipment, reference materials, and standard operating procedures is performed. Qualifications of the instructors are examined, and proper records must be kept to support a quality education and training program (TCFP, 2010c, chap. 427). Training or courses must be formally approved
by the TCFP prior to the commencement of classes, and the academy coordinator must notify the TCFP, in writing, at least 20 days before the start of any certified training. Included in the
notification is a statement attesting to the fact that the training meets the competencies of the Commission curriculum and a test schedule of required commission-designated skills. The academy coordinator must notify the TCFP within three business days of any deviation in the approved course schedule or content. A TCFP staff member may audit an academy any time during the approved schedule.
The TCFP stresses that training shall be performance oriented whenever possible (TCFP, 2010c, chap. 427). It is crucial that students participate in practical performance training as much as possible during the program. During each phase of training, as applicable, performance testing is used to determine if the student has acquired the knowledge and skills necessary to achieve the level of competency required in the curriculum.
The TCFP published a revised Certification Curriculum Manual in 2010 (TCFP, 2010d, chap. 1). The previous manual had been published in 2005. Both curricula recommend 468 hours of study. Instruction, demonstrations, skills practice, and skills testing are included within this core curriculum. Each curriculum outlined areas of instruction, listed the learning objectives, and referenced the corresponding job performance requirements listed in NFPA 1001.
Academies that had received course approval from the TCFP prior to June 1, 2010, used the curriculum from 2005 (TCFP, 2010d). The 2005 curriculum learning objectives were placed in categories, either as a Fire Fighter I (FFI) or Fire Fighter II (FFII). In addition to the learning objectives and teaching outline, the curriculum includes skill sheets to be used to teach students the necessary psychomotor skills. These skills were grouped as Section I, II or III skills. The 2005 edition listed 121 skills to be taught and included a skill sheet, with an accompanying
grading scale for each, to determine if the student had achieved the minimum level of competency. There were a total of 19 Section I skills.
The 2005 curriculum recommended 40 hours of instruction to be dedicated to live fire training. This total includes classroom lecture time, demonstration, and practical training evolutions (TCFP, 2010d). There are six live fire skill sheets that are used to evaluate the student’s performance. Similarly, the TFCP recommends 32 hours of instruction in self-contained breathing apparatus, and there are 15 associated skill sheets for assessing student competency levels.
When an academy receives course approval for either the 2005 or 2010 curricula, the academy coordinator also receives a set of envelope skills (TCFP, 2010d). Each envelope is labeled with a subject area covered in the academy. When all instruction in the corresponding subject is completed, including any skills practice, the envelope is opened.
Under the 2005 curriculum, each envelope contained 1 of the 19 Section I skills and a corresponding grade sheet (TCFP, 2010e). Instructors who are approved field examiners would then test the students individually using the TCFP’s skill sheet. Generally, field examiners are instructors that provide training for the academy. In the event a student fails the skill test, one retest is allowed. If the student fails to pass the retest, the student must receive remedial
instruction with a qualified instructor for that section of the academy. If a student fails the skill a third time, the entire academy must be repeated. There were seven envelope skills until
September 2009. Between September 2009 and May 2010, 13 envelope skills were tested. The revised Certification Curriculum Manual (TCFP, 2010d) went into effect June 1, 2010. The 121 section skills from the 2005 curriculum were replaced with 70 required skills and 57 practice skills. Of the 70 required skills, 51 are FF I and FF II, 17 are hazardous materials and
two are mission specific. Many of the simpler skills from the 2005 curriculum were placed in the Practice Skills section. It is recommended that theses practice skills be taught because many of these skills are used in the more complex tested skills.
For the 2010 curriculum, academies follow the same guidelines for course approval as used in previous years (TCFP, 2010e). However, it divides the subject areas in an academy into six broad categories. Included with the returned course approval are six envelope skills, one from each broad category, that are selected from the 70 required skills to be taught. An envelope is not to be opened until all instruction for that category is completed. At that point the envelope is opened, and an academy instructor/field examiner administers the skill test to the students individually.
Students completing an online academy are held to the same standards and procedures as traditional academy students (TCFP, 2010c, chap. 439). The only concession made to online students is if the performance skill is not observed by an approved field examiner, a Letter of Assurance must be submitted by the student’s training officer, fire chief, or certified instructor assuring the integrity of the evaluation procedure. In either situation, records of the skill testing that indicate the date, results, and the name of the evaluating field examiner must be maintained by the academy for each student.
Upon completion of an academy using the 2005 curriculum, a student was eligible to take the TCFP state examination for Basic Firefighter (TCFP, 2005). The academy coordinator would issue a certificate of completion for the student, and the examination would be given on a date approved by the TCFP. The certificate of completion is the academy coordinator’s guarantee that the candidate meets all requirements for firefighter listed in NFPA 1001.
The written examination was administered by a TCFP staff member in the morning, and 3 of the 19 Section I skills were tested in the afternoon by academy instructor/field examiners (TCFP, 2010e). The skills to be tested were selected by the TCFP and revealed to the
instructor/field examiners at the time of the test. The students did not receive any prior
notification of the specific skills to be tested until they were in an individual testing area. After completion of their skill tests, students were not allowed to interact with students waiting to test. Grading sheets were provided, and the procedures for retesting mirror those of the envelope skills given during the academy.
Procedures to become eligible to take the TCFP’s Basic Firefighter examination under the 2010 curriculum have not changed. A certificate of completion and a passing grade for the envelope skills are still necessary to be eligible for the examination (TCFP, 2010e). A TCFP staff member administers the written examination. Under the 2010 curriculum, there is not a skills examination. The TCFP may audit the envelope skills tested during the academy, but the State examination for certification is a written test only.
A traditional or online academy student, who successfully completes the envelope skills and passes the TCFP Basic Firefighter examination, must then apply for certification from the TCFP (TCFP, 2010b). The Application for Certification, documentation of medical training, and the required fee are submitted to the TCFP. A criminal background check is performed on the student, and, providing there are no disqualifying issues, a Basic Firefighter certificate is granted to the applicant.
Certification levels for all paid Texas firefighters are available on the TCFP’s website (TCFP, 2010f). Information that can be viewed includes types and levels of certification, dates of
certification, past employment history, and current employer. The type of academy an individual attended is not identified, nor is the avenue utilized to obtain TCFP certification.
Literature Review Summary
The literature review provided a good historical background on the Internet and the beginnings of online courses (Highline Community College, 2009). The quality of an online course was discovered to be dependent upon the individual provider of the education (Chao et al., 2006). Even though there are guidelines for assessing components of an online class, it is recommended that each institution adjust and adapt these guidelines to fit their own individual needs (NACOL, n.d.). Professional educators are divided on the effectiveness of online courses, but they often recommend them in an effort to reach more students (Seaman, 2009). These factors influenced the project by identifying the difficulties to be expected when attempting to evaluate the effectiveness of online courses versus traditional courses.
Most authors agree on the basic methodology to be utilized when teaching adults psychomotor skills (Anderson, 1982; Billikopf; 2006, University of Minnesota Duluth, January 26, 2010). Though the terminology may change from one author to the next, the methods each endorses have their roots in Dr. Benjamin Bloom’s original works. In the psychomotor domain, Dr. Bloom identified five steps necessary to master a skill: a) observation, b) imitation, c) adaptation, d) performance and e) perfection (Stowell, 2006). It is vital to the learning process that the student be given ample opportunity to practice a skill under supervision during the performance step. This influenced the project by establishing the best practices for teaching adults psychomotor skills and provided a guide of critical information to be gathered when creating survey questions.
The most common method used to obtain a Basic Firefighter certification in the State of Texas is to attend an academy and then take the TCFP examination (TCFP, n.d.). Under the 2005 edition of the TCFP’s Certification Curriculum Manual (TCFP, 2005), students, having
satisfactorily completed an academy, would take a written test provided and administered by the TCFP. Afterwards, students were individually evaluated on 3 of the 19 Section I skills from the curriculum manual. Under the 2010 edition of the curriculum, academy instructors will test students on six envelope skills during the academy (TCFP, 2010e). These tests replace the skills testing previously done on the same day as the TCFP written test. This influenced the project by focusing the research on process instead of results. Due to the comparatively small number of skills tested when compared to the total number of skills required, surveys were created to provide insight into skills training provided during an academy and not on comparing traditional and online TCFP examination scores.
Procedures
The procedures used for this applied research project were literature review, interviews, and surveys. The descriptive research method was used to accurately portray the current status of traditional and online academies in respect to skills training. In this manner, similarities and differences in the two types of programs could be examined.
The literature review began with a broad search into the background and history of online education. The effectiveness of education in this format was examined, and the difficulties when evaluating these types of programs were identified. Programs outside of the fire service that had blended online education and traditional studies were identified, and their processes examined. The literature review then focused on the teaching methods that had proven effective when training adults. From this information the accepted best practices for teaching psychomotor skills
were identified. This portion of the literature review provided the answer to the first research question.
The policies and procedures for Basic Firefighter certification by the TCFP were studied in depth during the literature review. A telephone interview was conducted with Mollie Clakley, program supervisor for the TCFP Training Approval and Testing Program. The interview was conducted on August 11, 2010, from the Fire Administration Building, located at 310 S. Van Buren, Amarillo, TX. Clakley was asked to expand on the training and testing requirements in regards to the TCFP’s Certification Curriculum Manual (TCFP, 2010d). Clakley also was asked to explain the requirements for obtaining IFSAC seals from the TCFP. The information from this portion of the literature review and the interview assisted in answering the second research question.
A telephone interview was conducted with Rick Wallace, TCFP Training Approval and Testing Program Officer. The interview was conducted on August 20, 2010, from the Fire
Administration Building, located at 310 S. Van Buren, Amarillo, TX. Wallace was asked a series of questions designed to identify the skills from the curriculum that should be taught in both traditional and online academies (Appendix A). He was also asked to explain his role during a TCFP test and to explain the verification process used to assure compliance with TCFP training requirements. Finally, he was asked to share his observations of traditional and online academies as a TCFP staff member that may have a direct impact on this project.
Utilizing information from the literature review and both interviews, a survey was
developed for online academies (Appendix B) and traditional academies (Appendix C). A review of TCFP certified structural fire suppression training facilities revealed 11 of the over 150 were approved to provide training in an online format. The review also indicated the possibility that
several organizations providing an online program may also provide a traditional academy. Another survey was developed to address these dual format facilities (Appendix D). Attempts were made to contact and survey each of the 11 of the online facilities.
Seven traditional academies were contacted, and each completed the survey. Ten of the eleven organizations approved by the TCFP to provide an online academy were also contacted. Several phone messages and e-mails to the eleventh organization went unanswered. Three of the organizations listed by the TCFP no longer conduct an online academy. Though approved by the TCFP, the first reported never having actually conducted an online academy. The second, a community college, had discontinued the program due to administrative and residency issues. The third organization had recently changed ownership, but the new owner had no knowledge of an online program in the past and stated he would not provide an online academy.
A survey (Appendix E) was developed to determine what, if any, action other fire departments were taking in regards to hiring online academy graduates. Departments similar in size to the AFD were selected for the survey. Twelve departments, in addition to the AFD, participated in the survey.
Results of the online academy surveys (Appendix F) were recorded and compared to the results of the traditional academy surveys (Appendix G). The results of the dual format facilities (Appendix H) were also recorded for comparisons. This information was used to answer the third research question.
The results of fire department surveys were recorded (Appendix I) and comparisons between the actions of the AFD and other departments were made. This information served to answer the fourth research question.
Because of the small pool of online academies, it was decided to conduct the interviews via telephone. This was intended to encourage each online academy to participate in the survey, increasing the information gathered for comparisons. However, this method does not allow the respondents much time for reflection when providing information. One of the limitations of the surveys was the inability to verify the information provided by respondents.
Online academies have a finite amount of time solely devoted to training skills, but traditional academies do not have that type of structure. Therefore, traditional academy coordinators were asked by the survey to estimate the percentage of time spent training skills during the course of the academy. While effective for gathering information, this method is not precise. The fact that the hours spent training skills in the traditional academies must be
estimated was another limitation of the survey.
The survey completed by fire departments asked about experiences with online academy graduates. The literature review indicated there is not a readily available method to identify the type of academy a Texas firefighter attended. Fire departments may have answered this question without full knowledge of the educational background of their employees. This also was a limitation of the survey.
Results
The first research question is, “What are the accepted best practices used to teach psychomotor skills to adults?”
The literature review identified several accepted, and closely related, methods for teaching psychomotor skills to adults. Authors agreed that it was best if the student possessed a basic cognitive knowledge about a skill before attempting to learn the steps necessary for performance (Anderson, 1982; Rachal, 2002). Students should then observe the skill being
performed by an instructor. After observation, students should be given ample opportunity to practice the skill under the guidance of the instructor (Anderson 1982; Billikopf, 2006; Stowell, 2006; University of Minnesota Duluth, January 26, 2010). Feedback from the instructor is vital at this stage. Students then advance to the point that they can reliably perform the skill
unassisted. As students perfect their performance of a skill, an evaluation must be conducted to ensure they are performing at a mastery level.
For more complicated skills or skills that will be used as steps in a larger task, it is preferable that student practice be spread over several training sessions (“Psychomotor
Learning,” 2010). Multiple training sessions ensures that the steps necessary to perform a skill stored in short-term memory are converted into long-term memories (Stowell, 2006). Stowell has determined that practical training evolutions are also important to the learning process. These evolutions improve student retention by providing an opportunity to apply the cognitive and psychomotor skills learned in the classroom.
The second research question is, “What is the process to obtain State certification for online and traditional fire academy students?”
The TCFP requires all individuals seeking certification as a Basic Firefighter to have documented medical training (TCFP, 2010c). This training must be at least to the level of Emergency Care Attendant offered through the Texas Department of State Health Services. As an alternative, the TCFP also recognizes the American Red Cross Emergency Responder certification as adequate medical training.
The literature review, coupled with clarifications from interviews, identified four avenues available for an individual to obtain a Basic Firefighter certification from the TCFP. With the proper medical training documented, an individual presenting IFSAC seals will be granted a
Basic Firefighter certification from the TCFP without taking an examination. Individuals that can provide documentation of the appropriate training through the State Firemen’s and Fire
Marshals’ Association of Texas or documentation of equivalent training from other organizations are allowed to take the TCFP Basic Firefighter test.
Most fire fighters in Texas obtain their state certification by taking the TCFP examination after completion of an academy at a Commission approved training facility. The TCFP’s written examination is divided into four sections (M. Clakley, personal communication, August 11, 2010). Each section consists of test questions covering material from FF I, FF II, Hazardous Materials Awareness, and Hazardous Materials Operations, respectively. If the cumulative score on the test is 70 or above, the individual qualifies for their Basic Firefighter certification. If the individual also wishes to receive IFSAC seals, the scores from the four sections are examined individually. The individual must score a minimum of 70 points on each section to qualify for the corresponding seal. The individual must have the FF I seal before they are eligible to receive the FF II seal. Similarly, an individual cannot obtain a Hazardous Materials Operations IFSAC seal without passing the Awareness section of the test.
Under the 2005 curriculum, a TCFP staff member came to the designated test site and administered the written test on the day of the State examination (R. Wallace, personal communication, August 20, 2010). After the written test, candidates reported for a skills examination. Three skills, designated by the TCFP staff member, would be tested. Typically certified field examiners that had provided academy training evaluated the skills tests. The TCFP staff member’s primary role during skills testing was to assure the safety of the all participants and to ensure no one had an unfair advantage during testing. The staff member also served as the
authority on any questions arising from administrative issues or retesting. Candidates were told the test results of each individual skill while at the testing station.
Wallace (personal communication, August 20, 2010) states that under the 2010 curriculum there will no longer be a State skills test. Academies will test six envelope skills during the course of the academy. These will serve as the skills portion of the State examination. The TCFP may audit the skill tests by either requesting selected records be sent to them, or by an onsite inspection of the records. The certificate of completion given to each student at the end of an academy is the academy coordinator’s assurance that the student meets all of the qualification for firefighter listed in NFPA 1001 and the pertinent sections from NFPA 472.
Wallace (personal communication, August 20, 2010) also stated that under the 2005 curriculum all 121 FF I, II and III skills should have been taught to students to satisfy the NFPA requirements for fire fighter. Under the 2010 curriculum the 70 revised testable skills should be taught to satisfy the NFPA requirements. The TCFP left 57 practice skills in the curriculum as a teaching aid for academy instructors, but their completion in an academy is not required. Each of the surveyed academies indicated they would teach the 57 practice skills (Appendix F; Appendix G; Appendix H).
The third research question is “What comparisons can be made between the training received by online and traditional fire academy students?”
There are three organizations providing both traditional and online academies. Skills were taught throughout the schedule in their traditional academy formats (Appendix H). Houston Community College’s online program runs for 20 weeks and skills correlating to that week’s lessons are taught every Saturday. The other two online programs provide skills training after all online classroom studies have been completed. The training is delivered in 13 or 14 consecutive
days and is 8-10 hours in duration. The hours devoted to skills training by the three dual-format organizations are summarized in Table 1.
Table 1
Hours of Skills Training Scheduled by Organizations Providing Dual Format Academies
Traditional Online Variance
Houston Comm. Coll. 185 150 -18.9%
Kilgore Coll. 164 119 -27.5%
N. Texas Fire Academy 150 76 -49.4%
Source: Appendix H
The number of hours dedicated for skills training decreased from the traditional academies to the online academies at all three organizations. The reductions are significant in each case, culminating in a near 50% reduction in the time spent teaching skills within one of the organizations. There is also a wide variance in the number of hours spent training skills in online academies between the three organizations. Houston Community College spends almost twice as much time training skills in their online academy than does North Texas Fire Academy.
The hours presented in Table 1 exclude the amount of time reported for live fire
evolutions (Appendix H). Houston Community College reported 50 hours of live fire evolutions for both academy formats. North Texas Fire Academy reported 40 hours of live fire evolutions in their traditional academy and 36 in their online academy. Kilgore College reported the largest discrepancy in live fire evolutions between the two types of academies (40 hours to 11 hours). In explanation of this difference, the respondent stressed that the online students still perform the same number of evolutions as their traditional academy counterparts due to the considerably lower number of students in an online academy class.
The respondents were asked which students are better prepared for a career as a fire fighter based on their abilities to perform skills (Appendix D). Their responses were equally divided between traditional students, online students, and “dependent upon the individual student” (Appendix H). The respondents were equally split when asked which academy format they would recommend.
There are four organizations in the State of Texas that provide online academies only. Two of these provide skills training in consecutive days and two provide skills training during the weekends for several weeks (Appendix F). The hours scheduled for training skills and performing live fire evolutions varies widely from one organization to the next. The hours scheduled for skills training by the four online academies are summarized in Table 2.
Table 2
Training Hours Scheduled by Online Academies
Skills Training Live Fire Evolutions
Training Division.com 104 36
South Hays FD Texas Academy 132 48
Odessa College 112 16
Online Fire Academy 80 16
Source: Appendix F
Although there are major variances in the number of hours spent teaching skills, the difference is not as great as that seen in the online formats of the organizations that provide both traditional and online academies. The more notable difference between these academies is the hours dedicated to live fire evolutions. As shown in Table 2, South Hays conducts 1.33 times
more hours (12 hours) of live fire training than Training Division.com and three times more hours (32 hours) than Odessa College or Online Fire Academy.
Another significant difference between these online academies is the instructor-to-student ratio (Appendix H). Online Fire Academy reported a ratio of 1:12, which is much higher than the 1:4 and 1:6 reported by the other three organizations. It should be noted that all instructor-to-student ratios listed in the Appendices are for skills training only.
An examination of the results of the traditional academy surveys (Appendix G) reveals variances in the programs, but not to the degree seen in the online academies. The hours required for each program varied from 468 hours to 600 hours. The instructor-to-student ratios ranged from 1:4 to 1:8. The most significant difference between the traditional academies is in the number of hours scheduled for skills training. The estimated hours ranged from a low of 188 hours at South Plains Community College to a high of 385 hours at Midland College.
The highest number of hours reported by an online academy for skills training was 150 by Houston Community College (HCC) (Appendix H). This was 20.2 % lower than the 188 hours reported by South Plains College and 61% lower than the 385 hours reported by Midland College (Appendix G).
Analysis of the hours spent conducting live fire evolutions between online academies (Appendix F; Appendix H) and traditional academies (Appendix G) reveal that four of the seven online academies compare favorably with the traditional academies. These four online academies rank from the middle to the upper third when grouped with the traditional academies. If Kilgore College is removed from comparisons due to reported small class size; the two remaining online academies each reported 16 hours spent on live fire evolutions. This is significantly less than the lowest number of hours (30) reported by a surveyed traditional academy.
Differences between online and traditional academies are more readily apparent when examining the number of hours spent training skills. Among the online programs, HCC reported the most time spent training skills, 150 hours (Appendix H). South Plains College reported the least amount of time training skills for a traditional academy, 188 hours (Appendix G). As the traditional academy with the lowest number of hours spent training skills, South Plains College still performed 25.3% more skills training than HCC. All of the online academies would rank below traditional academies when examining hours spent training skills.
To further assist in comparisons, data was distilled from the survey results recorded in Appendix H, Appendix G and Appendix H. Key information reported by organizations that only conduct a traditional academy was averaged and compared to similar averages from all online academies. For instance, the average instructor-to-student ration reported for the traditional academies was 1:6 while the online academies averaged 1:8. The time scheduled for live fire evolutions and skills training were also evaluated. The results for these comparisons are detailed in Table 3.
Table 3
Averaged Number of Hours Scheduled for Live Fire Evolutions and Skills Training Academy Type Traditionala Onlinebc
Live Fire Evolutions 45.4 30.4
Skills Training 278.4 110.4
Time Per Skill: 2005 Curriculum (121 Skills) 2.3 0.91
Time Per Skill: 2010 Curriculum (127 Skills) 2.2 0.87
As illustrated by Table 3, online academies spent 15 fewer hours performing live fire evolutions than did traditional academies, a 33% reduction in the time scheduled for this critical firefighter training. The contrast is larger for the average amount of time spent training skills. With a difference of 168 hours in time, the drop in the number of hours from traditional academies to online academies is 60.3%.
The fourth research question is, “What are departments similar to the AFD doing in regards to online fire academy graduates?”
Twelve Texas fire departments similar in size to the AFD participated in a telephone survey designed to gain insight into what these departments were doing in respect to online fire graduates (Appendix E). The AFD was included in results of the survey to facilitate comparison (Appendix I).
The respondents were evenly divided when asked if their fire department required a TCFP Basic Firefighter certification as a condition of employment (Appendix I). Six of the departments, including the AFD, required certification prior to employment. Of these, Lubbock Fire Department (LFD) is the only department that currently does not accept candidates that have completed an online academy (Appendix I). Four of the six departments have experience with online academy graduates. Three of these reported that online academy graduates had a lower skill level than traditional academy graduates. The fourth department, Abilene Fire Department, has only hired two online graduates, one with average skills and one with poor skills. Beaumont and McKinney Fire Departments reported no experience with online graduates, but they would accept these candidates provided they hold TCFP certification.
Seven of the departments surveyed do not require new employees to hold TCFP certification (Appendix I). Once hired, new employees are sent to an academy to gain the
necessary certifications. Four of the departments run their own traditional academy, while the other three departments utilize a traditional, college-based, regional academy. None of the departments use an online academy to train new employees.
There are considerable differences in these seven departments regarding training policies if a new employee already has the TCFP Basic Firefighter certification (Appendix E). Wichita Falls Fire Department requires all new employees, regardless of certification status, to attend their department-run academy. Garland Fire Department sends all new employees to an academy unless the employee graduated from Collin County Community College’s traditional academy within the last two years.
Corpus Christi Fire Department sends new, untrained employees to a traditional regional college fire academy (Appendix E). New employees that already hold the TCFP Basic
Firefighter certification are instead given a 6-week orientation and then placed with fire crews. The Irving Fire Department will waive sending a new employee to an academy if they were certified by the TCFP after completing a traditional, college-accredited academy. Mesquite Fire Department (MFD) follows a similar procedure with the exception that they only recognize the TCFP certification if the employee attended one of the MFD-approved traditional academies. These approved academies are restricted to a limited number of programs in the Dallas/Ft. Worth area.
Of the seven departments that do not require TCFP certification before employment, four have experience with online academy graduates (Appendix I). All four reported that online academy graduates exhibited a lower skill level than traditional academy graduates.
It is surprising to note that there was not any information found in a printed form for online firefighter certification in the Amarillo Public Library, their inter-library loan program, or
the NFA’s Learning Resource Center. A search conducted at the onset of this project utilizing the Internet revealed a handful of organizations that offered firefighter certification through an online class. With the exception of one program offered by the US Department of Defense, all online academies were located in the State of Texas. A similar search at the end of this project revealed that two new online firefighter certification programs had been started, one in Illinois and one in North Carolina.
Discussion
Higher education utilizing the Internet has become very common and widely accepted. There are thousands of classes offered by hundreds of accredited colleges and universities. The vast majority of these classes deal with cognitive learning that can be readily assessed with written tests (Stowell, 2006). Though there is disagreement among educators about the effectiveness of online classes, the ability to reach a broader group of students with online classes has led to the acceptance of this education medium (Seaman, 2009).
To be successful, a firefighter needs both cognitive and psychomotor skills. Based on the wide acceptance of online classes, the research does not indicate any reason an online format cannot be successful in teaching the cognitive lessons needed to become a firefighter. The TCFP’s Basic Firefighter exam serves as a definitive assessment of the cognitive learning that is necessary for certification.
However, to be successful, a firefighter needs both cognitive and psychomotor skills (Anderson, 1982; Stowell, 2006). While the online class format could satisfy the cognitive learning skills of a student, satisfying the psychomotor skills learning is more problematic. Teaching more than 120 skills in a 14-day time frame does not allow adherence to the best practices for teaching psychomotor skills identified in the literature review (Anderson, 1982;
Billikopf, 2006). Opportunities for repeated practice with an instructor evaluating performance and providing feedback are limited at best. It would also be impossible to revisit and perform skills during multiple training sessions as suggested by the literature review (“Psychomotor Learning,” 2010).
Students may be able to mimic many of the skills when they do not have the time and practice to learn, but without the repetitive practice and evaluations the short-term memory will not be converted to a long-term memory (Stowell, 2006, p. 153). This can be equated with looking up a phone number and then calling it from memory twice that day. It is highly unlikely the number could be recalled six months later if it is not accessed in the intervening months.
Of the four different avenues available, TCPF Basic Firefighter certification after
attendance in an in-state academy is the focus of this project. An issue with both the current and past State examinations is the testing of skills. During academies that followed the 2005
curriculum, TCFP staff members observed very few, if any, of the skills tests being performed. Under the 2010 curriculum, skills testing will be conducted without oversight from a TCFP staff member (TCFP, 2010e). The relatively small staff of the TCFP cannot possibly observe skills testing at over 150 approved training facilities, most operating simultaneously.
In house testing of skills lends itself to the strong possibility that all candidates are not being evenly evaluated. Results of the skills testing are dependent upon the judgment and integrity of hundreds of different individuals, many of who have a financial interest in the success of students. This is true of both online and traditional academies.
The certification program used by the TCFP has been accredited by IFSAC (Hughes, 1995). As a result TCFP certified firefighters could apply for, and receive, IFSAC seals that are used to apply for credentials and employment at a number of organizations. It is imperative that
all organizations participating in IFSAC have a clear understanding of the requirements and expectations of the system (Strickland, 2003). Based on the minimal results from a broad search for online fire academies, it is doubtful that all organizations participating in IFSAC realize there are firefighters in the State of Texas obtaining their seals after completing online academies.
Comparisons of the training received by online and traditional academies focused on the time spent training skills. It did not address the quality of training. An evaluation of the quality of training through observation or independent testing would require cooperation from dozens of academies and is far too great a project for a single researcher.
All three academies that provide training in both an online and in a traditional format reported more hours spent training skills in their traditional format. As a group they reported a 31.9% reduction in time spent teaching skills to their online students (Appendix H). HCC’s 20-week schedule is more conducive to teaching psychomotor skills than the other online programs. It allows skills practice to be spread over several training sessions in accordance with recommendations from Stowell (2006). Two of the organizations that provide online academies only, follow a 17-week schedule for skills training (Appendix F). The other four online
academies present skills in a consecutive-day format.
The data from Table 3 reveals that traditional academies, on average, spend 168 more hours training skills than do online academies. Based on an eight-hour training day, this would equate to 21 more days spent training skills. Analysis of this data reveals traditional academy students receive 2.5 times more skills training than online students. Traditional academies also average a 25% lower instructor-to-student ratio (Appendix H). This should result in additional guided practice for the student as well as more opportunities for skills to be evaluated, which are
