Using an Audience Response System to Prepare Athletic Training Students for the Board of Certification Exam

Potteiger, Kelly; Lundgren, Andrew

doi:10.4085/0704198

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…In a search of athletic training literature, no original studies were found to demonstrate the effects of an ARS in either didactic or laboratory classes within athletic training education. There was only one study 25 that described pedagogical methods of using ARSs as a Board of Certification test preparation strategy to increase athletic training student motivation and accountability. Therefore, the purpose of this study was to determine (1) if there is an increase in student acquisition of knowledge in a basic athletic training course when using ARSs during classroom lectures/ discussions and (2) if there is an increase in individual student interactivity when using ARSs during classroom lectures/ discussions.…”

Section: Introductionmentioning

confidence: 99%

The Effects of an Electronic Audience Response System on Athletic Training Student Knowledge and Interactivity

Tivener

Hetzler

2015

Athletic Training Education Journal

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Context Electronic audience response systems (ARSs) are a technological teaching tool currently being used with widespread success within various disciplines of higher education. Researcher support for its application in athletic training education remains sparse, however. Objective The aim of this study was to examine whether use of an ARS in a basic athletic training course improved student knowledge acquisition and interactivity. Design Preintervention and postintervention surveys. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training program. Patients or Other Participants Sixty-nine undergraduate students enrolled in one of 2 sections of an introductory athletic training course. Main Outcome Measure(s) A mixed-measures analysis of variance (ANOVA) was conducted to look for differences in knowledge acquisition based upon group membership (control versus experimental) and the effect of instruction. Results An interaction was discovered for the effect of instruction and use of the ARS (F1,59 = 5.89, P = .018, η2p = .091), indicating that the acquisition of knowledge in the experimental group (7.97 ± 1.49) was greater than for the control group (7.24 ± 1.75). A mixed-measure ANOVA found differences in classroom interactivity based upon group membership. There was a main effect for interactivity (F1,59 = 5.40, P = .024, η2p = .084), indicating that interactive participation increased among students from 7.16 ± 1.23 on the pretest to 7.56 ± 1.08 on the posttest; however, there was no interaction between interactivity and group membership, indicating that both the control and experimental groups increased interactivity at the same rate. Conclusions Audience response system technology improved student knowledge when used in an introductory athletic training course. Additional research should investigate active learning tools to determine what most strongly affects students' interactivity.

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Section: Introductionmentioning

confidence: 99%

The Effects of an Electronic Audience Response System on Athletic Training Student Knowledge and Interactivity

Tivener

Hetzler

2015

Athletic Training Education Journal

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Athletic Training Students' Perceptions of Electronic Textbooks and Computer use in the Classroom

Brown

David

Monaco

2016

IJAHSP

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Purpose: Academia is currently seeing a surge in technology integration in the classroom. Electronic textbooks (e-textbooks) is expected to grow exponentially in the future. Although there is a rush in use of technology in academia, few studies have evaluated perceptions of electronic textbooks especially among athletic training students. The purpose of this study is to identify athletic training student computer use, if athletic students are using electronic textbooks, and to help understand their perceptions of those electronic texts. Method: A cross sectional survey design was utilized. Participants completed a self-reported online survey. A survey link was emailed to athletic training faculty in 360 undergraduate programs to be forwarded to their students. The survey contained an informed consent item followed by 37 items (6 demographic) related to perceptions of electronic textbooks. Data analysis used descriptive statistics. Results: A total of 861 athletic training students completed the survey. When students were asked about their preference for e-textbooks or traditional textbooks, 69% prefer a traditional textbook while 22% state they had never had the opportunity to work with an e-textbook. A majority of students (96.4%) feel comfortable with computers. A large number of students (43.1%) respond they are not aware e-textbooks exist for athletic training courses. The primary reasons students prefer traditional textbooks over e-textbooks are ease of reading, followed by ease of note taking. Conclusions: The majority of athletic training students, who fall in the age range of the Millennial Generation, prefer traditional textbooks over e-textbooks. Educators should continue to utilize traditional textbooks as a primary method of learning while incorporating technology such as e-textbooks as secondary methods.

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Using an Audience Response System to Prepare Athletic Training Students for the Board of Certification Exam

Cited by 2 publications

References 3 publications

The Effects of an Electronic Audience Response System on Athletic Training Student Knowledge and Interactivity

The Effects of an Electronic Audience Response System on Athletic Training Student Knowledge and Interactivity

Athletic Training Students' Perceptions of Electronic Textbooks and Computer use in the Classroom

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