Designing Online Learning Modules in Kinesiology

Brian McFarlin
Randi Weintraub
Whitney Breslin
Katie Carpenter
Kelley Strohacker

Abstract

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.

Keywords

LMS, Hybrid instruction, Health science, Kinesiology, Exercise Science

Annotation

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.

APA Citation

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.

About the Study

Links to Article https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4163957/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4163957/
Mode Online
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
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics Formal sciences
Outcome Variables of Interest Instructional effectiveness
Student Sample Size
Citing Articles


css.php