Un'tpack'ing Athletic Therapy Education in Canada: An
Total Page：16
File Type：pdf, Size：1020Kb
UN'TPACK'ING ATHLETIC THERAPY EDUCATION IN CANADA: AN EXPLORATION OF AN INNOVATIVE CASE-BASED LEARNING APPROACH By COLIN D. KING Thesis submitted to the Nova Scotia Inter-University Doctoral Administrative Committee in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Studies Acadia University Fall, 2017 © by COLIN D. KING, 2017 This thesis by COLIN D. KING was defended successfully in an oral examination on AUGUST 16, 2017. The examining committee for the thesis was: ________________________ Dr. Brian Wilson, Chair ________________________ Dr. Anna MacLeod, External Examiner ________________________ Dr. Betul Czerkawski, Internal Examiner ________________________ Dr. Jim MacLeod, Internal Examiner ________________________ Dr. Daniel Robinson, Internal Examiner ________________________ Dr. Gregory MacKinnon, Supervisor This thesis is accepted in its present form by the Division of Research and Graduate Studies as satisfying the thesis requirements for the degree Doctor of Philosophy in Educational Studies ii …………………………………………. I, COLIN D. KING, grant permission to the University Librarian at Acadia University to reproduce, loan or distribute copies of my thesis in microform, paper or electronic formats on a non-profit basis. I, however, retain the copyright in my thesis. ______________________________ Author ______________________________ Supervisor ______________________________ Date iii iv Table of Contents List of Tables ..................................................................................................................... ix List of Figures .................................................................................................................... xi Abstract ............................................................................................................................ xiii List of Abbreviations ........................................................................................................ xv Acknowledgements ......................................................................................................... xvii CHAPTER 1: INTRODUCTION ....................................................................................... 1 Chapter 1 Outline ............................................................................................................ 1 1.1 My Doctoral Research: A Narrative Leading to Investigation ................................. 2 1.2 Research Question ..................................................................................................... 5 1.3 The Profession of AT: Setting the Context for the Research .................................... 6 1.4 Theoretical Framework: TPACK ............................................................................ 15 1.5 The M-CBL SIAET ................................................................................................. 20 1.6 How My Doctoral Research Pursued Broader Understandings of AT Classroom Interventions? ................................................................................................................ 36 CHAPTER 2: LITERATURE REVIEW .......................................................................... 39 Chapter 2 Outline .......................................................................................................... 39 2.1 Introduction to the Research Area ........................................................................... 40 2.2 Signature Pedagogies in AT Education ................................................................... 41 2.3 What is CBL? .......................................................................................................... 45 v 2.4 CBL in AT Education Programs ............................................................................. 46 2.5 The Influence of Multimedia Technology on CBL ................................................. 53 2.6 Using TPACK as a Theoretical Framework for Technology Integration ............... 56 2.7 Literature Review Summary ................................................................................... 63 CHAPTER 3: METHODOLOGY .................................................................................... 65 Chapter 3 Outline .......................................................................................................... 65 3.1 Interpretivist Methodological Tradition .................................................................. 65 3.2 Research Design ...................................................................................................... 69 3.3 Phases of My Doctoral Research ............................................................................ 69 CHAPTER 4: RESULTS .................................................................................................. 91 Chapter 4 Outline .......................................................................................................... 91 4.1 Phase 1 – Describing the Context of AT Educators ................................................ 92 4.2 Phase 2 – Improving the M-CBL SIAET .............................................................. 124 4.3 Phase 3 – Case Study – Sheridan College ............................................................. 137 CHAPTER 5: DISCUSSION .......................................................................................... 161 Chapter 5 Outline ........................................................................................................ 161 5.1 Significant Contributions of the Current Research Project ................................... 161 5.2 Why Should AT Educators Consider TPACK When Integrating Technology? ... 178 5.3 How Can AT Educators Apply TPACK Principles in Practice? .......................... 181 5.4 Conclusions ........................................................................................................... 191 vi 5.5 Limitations of the Study and Implications for Further Research .......................... 193 5.6 My Doctoral Research: A Narrative Leading to Recommendations for AT Educators ..................................................................................................................... 194 REFERENCES ............................................................................................................... 201 APPENDIX A. Competencies in Athletic Therapy ........................................................ 227 APPENDIX B. CATA Accredited Institutions Ethics Approval Letters ....................... 245 APPENDIX C. Phase 1 – AT Educators’ Questionnaire ................................................ 253 APPENDIX D. Phase 1 – AT Educators’ Interview Schedule ....................................... 261 APPENDIX E. Phase 3 – AT Students’ Questionnaire .................................................. 263 APPENDIX F. Phase 3 – AT Students’ Interview Schedule .......................................... 271 APPENDIX G. Phase 3 – AT Students’ Focus Group Interview Schedule ................... 273 APPENDIX H. Phase 3 – AT Educators’ Interview Schedule ....................................... 275 APPENDIX I. CATA Accredited Institution Curriculum Summary Table ................... 277 APPENDIX J. Instructor’s Guide for M-CBL SIAET ................................................... 285 vii viii List of Tables Table 1.1. Definitions and Examples of TPACK Dimensions…………………………..19 Table 2.1. Significant Gaps from Literature Review Chapter…………………………...64 Table 3.1. Demographic Information for Phase 1 Participants…………………………..72 Table 3.2. Sheridan College Athletic Therapy Program Courses………………………..82 Table 4.1. Summary of Phase 1 Questionnaire Responses………………………………93 Table 4.2. Summary of Phase 3 Questionnaire Responses – Initial Predispositions Towards Using Technology…………………….………………………………138 Table 4.3. Summary of Phase 3 Questionnaire Responses – Feedback Concerning the M-CBL SIAET……………………………………...…………………………..139 Table 4.4. Summary of Phase 3 Questionnaire Responses – Feedback Concerning the Pedagogical Model Accompanying the M-CBL SIAET……………………….140 Table 5.1. TPACK Leadership Theory of Action.……………………………………...183 ix x List of Figures Figure 1.1. The TPACK conceptual framework…………………………………………17 Figure 1.2. The evolution of the M-CBL SIAET...............................................................21 Figure 1.3. The original case study template…………………………………………….29 Figure 1.4. Examples of Object2VR® interactive models………………………………29 Figure 1.5 Example of Object2VR® interactive models………………………………...30 Figure 1.6. The instructional model accompanying the Multimedia Sports Injury Assessment Tool…………………………………………………………………32 Figure 1.7. A sample orthopedic assessment concept map………………………………33 Figure 1.8. Relationship between my initial pilot projects and the current research project…………………………………………………………………..38 Figure 2.1. How the TPACK model was used during each phase of my doctoral research…………………………………………………………………………..63 Figure 3.1. A description of the three phases of the current research project……………70 Figure 4.1. Modified TPACK framework for AT educators…………………………...123 Figure 4.2. Screenshot showing the hyperlinked answer keys in the student’s version of the M-CBL SIAET….....……………………………………………….……126 Figure 4.3. 3dRx® anatomy animations for the elbow case scenario in the M-CBL SIAET…………………………………………………………………………..129 Figure 4.4. Sample mechanism of injury video section for the shoulder injury scenario in the M-CBL SIAET…………..………………………….………………………133