Online-learning environment can substantially improve student learning and retention of key health concepts. In this case report, we describe our approach for the design of online learning modules to teach concepts in an undergraduate health science/kinesiology curriculum. This report describes our use of these concepts in two lower division and one upper division college courses at a major university in Texas. While our approach is based on our experience in health science/kinesiology courses, we anticipate that this report will inspire educators to explore the use of online learning principles in a variety of college courses.
LMS, Hybrid instruction, Health science, Kinesiology, Exercise Science
This article is more of a how-to of course design then an empirical study. The authors describe the different types of design they use when designing their online courses including learning games, formal assessments and lectures.
McFarlin, B. K., Weintraub, R. J., Breslin, W., Carpenter, K. C., & Strohacker, K. (2011). Designing online learning modules in kinesiology. Journal of educational technology & society/endorsed by IEEE Learning Technology Task Force, 14(2), 278.
|Links to Article||https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4163957/
|Publication Type||Journal Article|
|In Publication||Journal of Educational Technology & Society|
|Type of Research||Mixed methods|
|Research Design||Design-based research|
|Intervention/Areas of Study||Course design|
|Level of Analysis||Course-level|
|Specific Populations Examined||Undergraduates|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics||Formal sciences|
|Outcome Variables of Interest||Instructional effectiveness|
|Student Sample Size|