How far does VLE self-directed study facilitate improvements in written, practical and overall assessment results? Sports Therapy case study

Research output: Contribution to journalArticle

Abstract

It is unclear whether engagement with Virtual Learning Environment (VLE) self-directed study can enhance the learning process and augment academic achievement. As such, the current study aims to investigate the relationship between VLE self-directed study provision in a Sports Therapy module and subsequent academic summative assessment success. The sample was comprised of 232 undergraduate BSc (Hons) Sports Therapy students (113 male, 119 female) across three separate student cohorts (2015, 2016, 2017). Each cohort was provided with differing VLE self-directed study. Analysis was conducted on its effect on achievement during both practical and written modes of summative assessment. The results of the current study suggest that while digital technology did not attenuate academic achievement, accurate alignment to the intended learning outcomes and summative assessments may be required for its successful integration into Higher Education pedagogy.
Original languageEnglish
Pages (from-to)1-11
Number of pages11
JournalInnovations in Education and Training International
Early online date30 Jan 2020
DOIs
Publication statusPublished - 30 Jan 2020

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self-study
Sports
learning environment
academic achievement
learning process
student
learning
education

Keywords

  • Self-directed study
  • pedgogy
  • sports therapy
  • assessment
  • virtual learning environment

Cite this

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abstract = "It is unclear whether engagement with Virtual Learning Environment (VLE) self-directed study can enhance the learning process and augment academic achievement. As such, the current study aims to investigate the relationship between VLE self-directed study provision in a Sports Therapy module and subsequent academic summative assessment success. The sample was comprised of 232 undergraduate BSc (Hons) Sports Therapy students (113 male, 119 female) across three separate student cohorts (2015, 2016, 2017). Each cohort was provided with differing VLE self-directed study. Analysis was conducted on its effect on achievement during both practical and written modes of summative assessment. The results of the current study suggest that while digital technology did not attenuate academic achievement, accurate alignment to the intended learning outcomes and summative assessments may be required for its successful integration into Higher Education pedagogy.",
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