| Autor: |
Sidman, Cara L., D'Abundo, Michelle Lee, Bullard, Lea |
| Předmět: |
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| Zdroj: |
Journal of Online Learning & Teaching; 2014, Vol. 10 Issue 4, p590-597, 8p |
| Abstrakt: |
As online and blended delivery formats in college physical activity and wellness courses gain popularity, assessment of student learning is needed. The purpose of this study was to investigate differences in college students' knowledge across four delivery formats in a required physical activity and wellness course. A total of 377 students were randomly selected from the following four formats: 1) online lecture/face-to-face lab (n=114); 2) face-to-face lecture/face-to-face lab (n=58); 3) online lecture/online lab (n=117); and 4) online lecture/web-enhanced lab (n=88). Regardless of delivery format, students on average scored an 84% at the end of a 15-week semester. A one-way analysis of variance indicated there were no significant differences between delivery formats on all but four of the 13 questions. Students in the online lecture, face-to-face lab scored significantly higher on concepts related to lifelong adherence to physical activity and wellness, such as intrinsic motivation and process-oriented, long-term healthy behaviors. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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