Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study

Home

List Of Titles

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study

Add to Quick Collection

Description	Size	Format
PDF - Author's Accepted Version	1 MB	Adobe Acrobat PDF	Download

Title: Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study
Author/Creator: Keogh, Justin W L | Gowthorp, L | McLean, Michelle
Description: This study sought to gain insight into blended learning-naive sports science students’ understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3–4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching. © 2017 Informa UK Limited, trading as Taylor & Francis Group
Relation: Sports Biomechanics / Vol. 16, No. 3, pp.297-312
Relation: http://dx.doi.org/10.1080/14763141.2017.1305439
Year: 2017
Publisher: Routledge
Subject: FoR 1106 (Human Movement and Sports Science) | FoR 1303 (Specialist Studies in Education) | FoR 0913 (Mechanical Engineering) | active learning | hybrid learning | kinesiology | online learning | pedagogy

Resource Type: Journal Article
Identifier: ISSN: 1476-3141
Rights: Copyright © 2017 The Authors. This is an Author’s Accepted Manuscript of an article published in Sports Biomechanics 2017, available online: http://www.tandfonline.com/10.1080/14763141.2017.1305439
Reviewed

504 Visitors

8 Downloads

USC Research Bank - University of the Sunshine Coast, Queensland, Australia