Technology in Interpretation

Methods: Focus Groups with Students   

Home

          The next component of this study strove to evaluate the effectiveness of the tutorial and lab training through several group discussions.  The “focus group” assessment technique was used to determine student perceptions and attitudes toward the computer skills training, which revealed the overall strengths and weaknesses of the initial course modules.  The final data from the focus groups assisted in the development of recommendations for future incorporation of technology training.

 

            The focus groups did not address the specific skills development or knowledge acquisition of participants in the course modules.  In a meeting with Dr. Michael Gross and Ron Zimmerman, interpretation instructors who will ultimately use the recommendations from this study, it was decided that the group discussion should focus on the students’ attitudes.  For instance, knowing that a student believes he or she improved by participating in the training is more important than proving that the student actually did acquire new skills and knowledge.  Similarly, if a student believes that he or she gained nothing from the experience, it is more important than testing the skills he or she really may have learned.  Students’ perceptions of the training can reveal how comfortable they will be using computers after graduation, their acceptance of technology in the interpretive field, and their willingness to learn new programs and equipment as technology continues to advance.  The focus groups explored these possibilities through an analysis of student attitudes.  The actual acquisition of technology knowledge and skills, on the other hand, were demonstrated through assignments and by the quality of major course projects. 

            Two similar but separate focus group sessions were developed: one for students that worked on PowerPoint tutorials (NR 367/567/368/568), and one for students that participated in the technology lab sessions (NR 363/563/364/564). 

            For a complete description of the steps followed in planning the focus group, please refer to the complete thesis text.

  Return to Methods

 
Introduction
Related Readings

Methods
Results
Thesis
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For More Information, contact:

Jim Buchholz
Schmeeckle Reserve
University of Wisconsin-Stevens Point
(715) 346-4992
jbuchhol@uwsp.edu

 

 All pictures and text are copyrighted by Jim Buchholz, 2002.  No part of this website may be duplicated without written permission of the author.