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A blended learning exercise physiology theory module that supports student autonomy and improves academic performance
Brianna L Julien1, Kathy Tangalakis2, Alan Hayes3
1Department of Microbiology, Anatomy, Physiology and Pharmacology, School of Agriculture, Biomedicine and Environment, La Trobe University, Melbourne, Victoria, Australia.
Advances in Physiology Education
|May 13, 2022
Summary
A blended exercise physiology learning module improved student exam performance and was preferred over traditional face-to-face classes. Engagement varied across different learning resources within the blended model.
Area of Science:
- Exercise Physiology Education
- Undergraduate STEM Pedagogy
Background:
- Limited research exists on blended learning in exercise physiology theory.
- Investigating novel pedagogical approaches is crucial for enhancing STEM education.
Purpose of the Study:
- To assess the impact of a blended exercise physiology theory module on student performance, engagement, and perceptions.
- To compare student outcomes between blended and fully face-to-face learning environments.
Main Methods:
- A blended module with diverse resources (videos, quizzes, forums) was implemented for third-year STEM undergraduates.
- Student performance was measured by exam marks (independent t test).
- Perceptions were gathered via questionnaires, and engagement analyzed through learning management system data.
Main Results:
- Students in the blended group achieved significantly higher exam marks (P < 0.0001) than the face-to-face group, despite higher Bloom's level questions.
- Blended delivery was preferred by students over fully face-to-face instruction.
- Student engagement varied, with guides, videos, and quizzes being most accessed.
Conclusions:
- A blended exercise physiology theory module enhances student exam performance.
- Blended learning models are positively perceived by students in undergraduate STEM degrees.
- Varied engagement with module components suggests a need for tailored resource utilization strategies.
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