Faculty Advisor(s)

James T. Cavanaugh

Document Type

Course Paper

Publication Date

12-14-2017

Rights

© 2017 Kristina Jamo, Emily Gall, Shannon Bergeland, Chelsea Paul

Abstract

Background: Maine Adaptive Sports and Recreation (MASR) relies on volunteers to instruct their participants with disabilities to participate in a variety of adaptive sport programs. Volunteers must have a comprehensive understanding of participants’ health conditions to assist appropriately. MASR’s traditional training program lacked a formal curriculum and assessment of volunteer learning. Our purpose was to create online learning modules and determine whether implementing a massed or distributed schedule resulted in better long term retention. Methods: Two non-randomized groups of eleven adults were assigned to either an in-class, massed format (Group A) or an at-home, distributed schedule (Group B) to complete six online learning modules. Participant competence was assessed prior, immediately after, and two weeks after completion of learning modules. A global rating scale survey and satisfaction survey were also completed to determine perceived confidence in using the information learned and obtain feedback. Results: Post-hoc testing revealed both groups had significant increase in competence after reviewing the modules, in terms of both immediate recall and long-term retention scores compared to baseline. There was a significant difference between group pre-test scores, but no difference between the groups’ immediate recall or long-term retention scores. Both groups exceeded the MCIC score of 2 points for the Global Rate of Change Scale, indicating a notable increase in confidence. Participants reported the modules to be beneficial and effective in the Volunteer Satisfaction Survey. Conclusion: Our findings suggest the online learning modules were effective regardless of the applied learning schedule. Both groups increased their competence and reported improved confidence with the presented material. A small sample size and discrepancies in participant demographics between groups presented limitations which prohibit recommending a superior learning schedule.

Comments

The research poster for this paper can be found here: http://dune.une.edu/pt_studrrposter/3

Learning modules and quizzes described in the project can be found here:

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