Perceptions of participants involved in peer assisted learning in the Ball State University athletic training education program

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dc.contributor.advisor Armstrong, Joseph L. en_US
dc.contributor.author Mackey, Theresa R. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:28:25Z
dc.date.available 2011-06-03T19:28:25Z
dc.date.created 2007 en_US
dc.date.issued 2007
dc.identifier LD2489.Z64 2007 .M33 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177911
dc.description.abstract The purpose of this study was to qualitatively examine the perceptions and experiences of individuals involved in peer assisted learning (PAL) in the clinical setting of an athletic training education program. A qualitative research approach was utilized to examine the value of PAL experiences in the clinical education setting, define participants' perspectives on interactions with peers in the clinical education setting, and determine which terms were used most commonly by athletic training students and ACIs in describing educational exchanges amongst peers in the BSU athletic training education program. Data was collected through a series of in-depth, semi-structured interviews that pursued the various perceptions and experiences regarding PAL from individuals involved in the BSU athletic training education program. A purposeful sample of 15 participants, consisting of 9 athletic training students, 3 alumni, and 3 ACIs, were asked a set of core questions that explored their perceptions and experiences of PAL within the athletic training program. Data analysis consisted of a coding format which involved the development of themes as a result of the information provided during the interviews. Identified themes were based upon frequency, extensiveness, and significance of comments that occurred through the interview process. The findings suggest PAL activities occur on a regular basis among athletic training students in clinical education experiences and involve informal, active learning situations where students work together to help each other learn. Peers were viewed as individuals having similar knowledge, training, or experiences who help each other with learning, reviewing athletic training competencies and proficiencies, or solving problems within the clinical education setting. Athletic training students involved in PAL at BSU prefer to experience active and informal educational exchanges amongst their peers. Athletic training educators, including faculty, ACIs and even athletic training students, should be aware of the benefits of PAL to learners within athletic training education programs. The use of this type of active, informal learning strategy may significantly impact the success of students involved in athletic training education. en_US
dc.description.sponsorship Department of Educational Studies
dc.format.extent viii, 201 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Peer teaching en_US
dc.subject.lcsh Athletic trainers -- Training of -- Indiana -- Muncie. en_US
dc.subject.lcsh College students -- Indiana -- Muncie -- Attitudes. en_US
dc.subject.lcsh College teachers -- Indiana -- Muncie -- Attitudes. en_US
dc.title Perceptions of participants involved in peer assisted learning in the Ball State University athletic training education program en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1364936 en_US


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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