A Blended Learning Exercise Physiology Theory Module That Supports Student Autonomy and Improves Academic Performance

Autor/inn/en	Julien, Brianna L.; Tangalakis, Kathy; Hayes, Alan; Lexis, Louise
Titel	A Blended Learning Exercise Physiology Theory Module That Supports Student Autonomy and Improves Academic Performance
Quelle	In: Advances in Physiology Education, 46 (2022) 3, S.375-388 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Julien, Brianna L.) ORCID (Tangalakis, Kathy) ORCID (Hayes, Alan) ORCID (Lexis, Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Blended Learning; Personal Autonomy; Academic Achievement; Student Experience; Undergraduate Students; STEM Education; In Person Learning; Exercise Physiology; Performance Factors; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Schulleistung; Studienerfahrung; STEM; Sportphysiologie; Leistungsindikator
Abstract	A limited number of studies have explored the impact of blended exercise physiology theory curricula on student learning and experience. This study aimed to investigate the impact of an exercise physiology blended learning theory module on student performance, engagement, and perceptions. The module, which comprised a range of elements (student guide, lecturer-recorded videos, supplementary videos, formative quizzes, workshops, and discussion forum), was implemented in a third-year subject taken by students in nonspecialist undergraduate science, technology, engineering, and mathematics (STEM) degrees. Students chose which elements to engage with to support their learning. Exam performance was assessed by comparing exam marks from fully face-to-face delivery to the blended delivery with an independent t test. Student perceptions were determined via an end-of-module questionnaire comprised of Likert-scale questions and open-ended questions. Descriptive statistical analysis was conducted on the Likert-scale responses, and qualitative content analysis was conducted on the open-ended responses. Student engagement with online resources was determined through analysis of access statistics from the learning management system. Student exam marks in the blended learning student group were significantly higher (P < 0.0001) than in the face-to-face group, even though the questions were of a higher Bloom's level in the blended learning group. Students preferred blended delivery over fully face-to-face delivery. Most students accessed the student guide, lecturer-recorded videos, and quizzes, with supplementary videos, workshops, and discussion forums accessed by fewer students. In conclusion, a blended exercise physiology theory module improved student exam performance and was positively perceived by students, and engagement with the elements of the module was varied. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01