Blended Learning within an Undergraduate Exercise Physiology Laboratory

Autor/inn/en	Elmer, Steven J.; Carter, Kathryn R.; Armga, Austin J.; Carter, Jason R.
Titel	Blended Learning within an Undergraduate Exercise Physiology Laboratory
Quelle	In: Advances in Physiology Education, 40 (2016) 1, S.64-69 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00144.2015
Schlagwörter	Blended Learning; Exercise Physiology; Teaching Methods; Academic Achievement; Student Attitudes; Laboratory Experiments; Science Instruction; Psychomotor Skills; Muscular Strength; Assignments; Science Tests; Diagnostic Tests; Undergraduate Students; Scoring Rubrics; Surveys; Video Technology; Michigan + Suchen Sie Ihr Suchwort? Sportphysiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Schülerverhalten; Laboratory work; Laborarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Psychomotorische Aktivität; Muskelkraft; Assignment; Auftrag; Zuweisung; Diagnostic test; Diagnostischer Test; Scoring formulas; Auswertungsbogen; Survey; Umfrage; Befragung
Abstract	In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (~15 min). Laboratory section 1 (n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 (n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (~79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories (P = 0.62) or between sections (P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased (P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01