Students' experience of the use of an online learning channel in teaching and learning: a sports therapy perspective

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Abstract

Aims/Background: The inclusion of blended e-learning approaches to teaching has become more prevalent in higher education. The purpose of this paper was to examine sports therapy students’ experiences of using an online learning channel designed to assist practical skills. Moreover, creating an understanding of students’ adoption of the learning channel to determine its efficacy. Method: The design was a mixed method exploratory study in which a questionnaire was designed to investigate students’ experience of using the learning channel across all undergraduate BSc Sports Therapy modules. One-hundred and sixtyfour (level four n=67, level five n=51, level six n=46) students completed the questionnaire relating to their experience of an online video-based learning channel. Findings: BSc Sports Therapy students across all levels found the learning channel useful, with the most common responses related to revision and consolidation of practical skills. Exam preparation was associated to this suggesting students’ beliefs were driven by resources which could facilitate grade improvement in practical exams. Conclusions: The sports therapy learning channel was received very positively with both the visual and practical nature of online instructional videos deemed important.
Original languageEnglish
Pages (from-to)289-296
JournalInternational Journal of Therapy and Rehabilitation
Volume24
Issue number7
Early online date7 Jul 2017
DOIs
Publication statusE-pub ahead of print - 7 Jul 2017

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Sports
Teaching
Learning
Students
Therapeutics

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abstract = "Aims/Background: The inclusion of blended e-learning approaches to teaching has become more prevalent in higher education. The purpose of this paper was to examine sports therapy students’ experiences of using an online learning channel designed to assist practical skills. Moreover, creating an understanding of students’ adoption of the learning channel to determine its efficacy. Method: The design was a mixed method exploratory study in which a questionnaire was designed to investigate students’ experience of using the learning channel across all undergraduate BSc Sports Therapy modules. One-hundred and sixtyfour (level four n=67, level five n=51, level six n=46) students completed the questionnaire relating to their experience of an online video-based learning channel. Findings: BSc Sports Therapy students across all levels found the learning channel useful, with the most common responses related to revision and consolidation of practical skills. Exam preparation was associated to this suggesting students’ beliefs were driven by resources which could facilitate grade improvement in practical exams. Conclusions: The sports therapy learning channel was received very positively with both the visual and practical nature of online instructional videos deemed important.",
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