Literaturnachweis - Detailanzeige
| Autor/inn/en | Huee-Ping Wong, Amanda; Wong, Lik-Wei; Low, Ivan Cherh Chiet |
|---|---|
| Titel | Mobile Application-Assisted Graded Exercise Practical: A Remote Teaching Strategy to Promote Motivation and Experiential Learning in Exercise Physiology |
| Quelle | In: Advances in Physiology Education, 47 (2023) 2, S.215-221 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Huee-Ping Wong, Amanda) ORCID (Low, Ivan Cherh Chiet) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1043-4046 |
| Schlagwörter | Electronic Learning; Handheld Devices; Grades (Scholastic); Exercise Physiology; Performance Tests; Web Based Instruction; Teaching Methods; Student Motivation; Experiential Learning; Undergraduate Students; Health Sciences; Foreign Countries; Student Satisfaction; Singapore |
| Abstract | Practical classes are critical instructional activities in facilitating learning and motivation in health sciences education. With increasing pedagogical activities being conducted in virtual or remote settings, this study assessed how a remote practical assisted by physiological monitoring smartphone applications impacted student motivation and the achievement of intended learning outcomes in exercise physiology teaching. A total of 24 students (out of 30; 80%) were surveyed via a mixed-methods questionnaire containing 27 closed-ended, and 3 the traditional in-class practical in randomized order. Unpaired Student's t tests were performed for comparisons between interventions with a significance level set at P < 0.05. Students reported that both remote and in-class practicals strongly facilitated the achievement of learning outcomes. Self-reported scores for student satisfaction and perceived achievement of learning outcomes were similar between the two practical methodologies. Student motivation scores assessed using the Lab Motivation Scale revealed that students were more motivated during the remote practical, particularly in the effort domain (P < 0.05). This was in line with the identified themes from the qualitative responses that indicated that the remote practical was more engaging than the in-person practical, with greater opportunities for experiential learning and class involvement being the main factors underlying these findings. Taken together, remote practicals can be critical aspects of a blended learning curriculum that encourages student engagement and experiential learning. With further advancements in physiological monitoring wearables and smartphone technologies, remote practicals can be potential alternatives to traditional in-person practicals in exercise physiology teaching. (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 |
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