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This article reports on a naturalistic research study exploring faculty attitudes about the use of technology in the college classroom. The data collection method consisted of a series of synchronous, computer-mediated focus group sessions using a group support system. Participants in the four focus group sessions were faculty employed at the University of Arkansas at Little Rock. The researchers found that the computer-mediated format for the focus group method of inquiry improved the objectivity of each session, reduced the influence of a sensitive topic on participation and enhanced the management of participant discussion. Furthermore, the electronic format improved the accuracy of the data collected by capturing every voice and every comment in ‘real time’. The primary disadvantage of the computer-mediated method was the reduced ability of the researcher to guide the discussion and request elaboration on any given topic.

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RESULTS: Sixty-two young adults (mean age (y):26.6; RET: n=27, Wait-list: n=35, 62.9% female) completed the acute bout at week one; 52 of those young adults (RET: n=25, Wait-list: n=27) completed the acute bout at week eight. Average rating of perceived exertion (6-20) was 14±1, and muscle soreness (1-10) was 4±2. There were no significant three-way interactions for state anxiety (p≥0.51) or worry symptoms (p≥0.16). The magnitude of change in state anxiety at week one (d=-0.26, [-0.81 to 0.29]) and week eight (d=-0.10, [-0.64 to 0.45]) were small and non-significant. The magnitude of change in worry symptoms at week one (d=-0.06, [-0.60 to 0.48]) and week eight (d=0.02, [-0.52 to 0.56]) were small and non-significant. CONCLUSION: Single bouts of RE did not elicit significant reductions in state anxiety or worry symptoms 10 minutes post-RE. RET did not change response to acute RE. Clinicians should encourage chronic, guidelines-based RET for maximum anxiolytic benefits.