Effectiveness of Online Technologies for Lab-Based WorkJ. J. Forsyth & N.J. Ellis, Staffordshire University

Videos increase motivation, learning & understanding (Farre et al. J Clin Pharmac 2004;44:30-6).

Increased dependence on the visual (Metros Theory into Practice 2008;47:102)

Shift needed from basic e-learning (PowerPoint, websites, text) to newer technologies (Duffy Proc Conference E-learning 2007).

Effectiveness of Online Technologies for Lab-Based Work

• Online students required real-life, laboratory-based experience.

• Added synchronous technologies to asynchronous.

• Aim: to evaluate the role and effectiveness of these online technologies in a solely online module.

The Learning and Teaching Process

Plan and design a bespoke battery of tests to determine the athletes’ physiological profile (part of summative assessment on the module)

Live Broadcast

Interactive, videoconferenceEdited clips post-event

Athlete and scientific reports(part of summative assessment)

Skype/Messenger

with ath-letes

Live lab broadcast

Discussion board with athletes

Email with athletes

Athlete vodcasts

Edited clips of lab tests post-event

Video clips of lab tests

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Online questionnaires (n=12)

Email and discussion board used more/more favourable, due to time

constraints and lack of familiarity with the technologies.

Telephone interviews (n=7), transcribed and analysed thematically (Braun & Clarke Qual Res Psychol 2006:3;77-101)

Analysis & Results

Visual

Different Understanding

...you get tired & sick of the same way of using Blackboard...[new technologies] really motivated you as you had something different to use

..a big thumbs up to the video clips

Analysis & Results

...I wouldn’t have

known that if I hadn’t

have been able to

see it.

“Live”

Other options needed

Personal touch

Real

Tutor needed

I maybe didn’t actually get to use it as much as I would have liked...

You’ve been on this

journey with this athlete...

She was always there

Analysis & Results

Work commitments

Conclusions Students said they were more engaged in the module,

and they understood things better, as the technologies were different and realistic, & made their learning more alive and relevant (as with Farre et al. 2004; also Mills & Mills. In Henri et al. 2000. New millennium, new horizons, pp. 202-205)

‘Old’ technologies (email, video clips) are still needed, due to unfamiliarity and time constraints with live broadcasting

Tutor needs to be proactive