Undergraduates Using Fidelity of Implementation in the Redesign of a Team-Building Intervention for Video Conferencing Learning

• In Event: AERA Poster Session 2
  In Poster Session: Intersections Among Technology, Instruction, Cognition, Learning, and More

Abstract

This paper describes how analysis of a single measure of fidelity of implementation – frequency - was used to enhance the design and implementation of an undergraduate-led intervention concerning team building in a technology-rich environment. In addition, the process of analysis – task mapping – was used as an instructional and learning opportunity for undergraduate students implementing the intervention, in effect inviting them to become designers and stakeholders in the intervention itself. Results from this process showed an increase in implementation frequency, allowing for better assessment of the intervention’s effectiveness. Findings suggest this approach of using FOI measures as the basis for an inclusive design process has the potential for helping raise the quality of implementation and assessment of student-led interventions.

Author

• William Cain, University of Wyoming