Use of technology in the readiness assurance process of team based learning: Paper, automated response system, or computer based testing

This qualitative study aimed at comparing and contrasting the feasibility, efficiency, and students' attitudes toward the use of paper, automated response system (ARS) and computer based testing (CBT) in the readiness assurance process (RAP) of team based learning (TBL). It also aimed at assessing whether the use of technology enhances cooperative learning when compared to paper. The first module of the clinical pharmacology course was conducted in the traditional way using paper. In the second and third modules, the paper-based TBL RAP component was replaced by ARS and CBT respectively. Forty-five third year medical students attended each of the three sessions. Both ARS and CBT based RAP were feasible and efficient, though with some technical constraints. The class during ARS was very interactive, but the test features had some disadvantages. The main problem with CBT was the suboptimal physical set up. When asked to rank their preferences for each method, most students (73%) ranked ARS as first, while paper and CBT almost equally ranked 2. Each method is characterized by peculiar strengths and weaknesses. Technology should be used in parallel to educational theories that support learning.