An examination of the efficacy of a technology enhanced learning intervention in a First Aid responder course.
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Technology Enhanced Learning (TEL) is becoming more prevalent in education as it has evolved to enhance traditional pedagogical methods of tutoring that is face to face teaching. The utilisation of TEL on courses has been proven to enhance the learning experience for learners by increasing learner engagement and focus on courses. In this research the TEL intervention of online quizzes was introduced into a First Aid Responder course, which prior to this had relied almost exclusively on traditional well-established pedagogical methods. The aim was to provide increased positive learner motivation and engagement. Online quizzes were used as pedagogical tools to complement traditional face to face classroom instruction and ultimately improve the learner experience. This research examined the efficacy of a technology enhanced learning intervention in a first aid responder (FAR) course. A quasi experimental study was performed, with 18 learners from a 2018 cohort, as the control group and the experimental group comprised of the same 18 learners which were re-examined from a 2020 cohort. The TEL intervention of online quizzes (using Quizizz software) was applied to the 2020 group and evaluated using a mixed methods approach of both qualitative and quantitative data to ascertain the learner’ experience and performance after employing the TEL intervention. The quantitative data highlighted that there was a statistical difference between the mean of the 2018 learner’s scores (traditional face to face teaching) and the 2020 learners’ scores that had experienced the TEL intervention of online quizzes throughout the course. A paired t-test was completed for the test scores incorporating both years (2018 and 2020) for the same cohort of learners to test the hypothesis in this research. The paired t-test demonstrated that a significant difference in the scores, p = 0.011 < 0.05. The null hypothesis was rejected for this paired t-test revealing that there was a statistical difference between the learner’s performance scores from 2018 and 2020. Thus, the statistical evidence strongly indicates that the TEL learning method of online quizzes had a significant impact on the learners final FAR scores. To ensure balance to this research, qualitative data was also collated in the form of 6 semi-structured interviews with the learners. This qualitative data was thematically analysed to gain insight into the learners’ experience of the technological intervention, to determine if the technology truly provided a positive learning experience and opportunity for the learner. The learners experience and opinion of the TEL intervention was that they found it to be extremely positive and improved their engagement with the course material, which benefited the learning experience in an innovative manner. They reported it both enhanced their learning experience and they recommended that it be retained for future FAR courses. These findings are in line with the academic literature in this area. The online quizzes should be used going forward on future FAR courses and the findings compared.
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