Assessment of aerobic endurance: a comparison between CD-ROM and laboratory-based instruction.

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Bibliographic Details
Title:	Assessment of aerobic endurance: a comparison between CD-ROM and laboratory-based instruction.
Authors:	Kirkwood, Margaret, Sharp, Bob, de Vito, Giuseppe, Nimmo, Myra A
Source:	British Journal of Educational Technology. Mar2002, Vol. 33 Issue 2, p159. 14p. 4 Black and White Photographs, 4 Charts, 2 Graphs.
Subject Terms:	Exercise, Education, CD-ROM books
Abstract:	Traditional approaches to teaching exercise physiology are costly in terms of staff time and consumable expenses. Ethical considerations, large student numbers and availability of technical expertise magnify the delivery problems. In an attempt to overcome these problems, a CD-ROM version of a basic course in exercise physiology was designed and delivered to a group of undergraduate sport and exercise science students. It simulated five tests of aerobic endurance which are traditionally taught using laboratory methods. A controlled experiment was conducted to compare the two delivery methods, as part of an independent, formative evaluation. Although there were equal knowledge gains and the CD-ROM design and content were well rated by students who used it, this approach has engendered less student interaction, commitment to wider reading and in-depth understanding. Tutorials and other approaches designed to promote more active learning are now being introduced to accompany the use of the CD-ROM. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Traditional approaches to teaching exercise physiology are costly in terms of staff time and consumable expenses. Ethical considerations, large student numbers and availability of technical expertise magnify the delivery problems. In an attempt to overcome these problems, a CD-ROM version of a basic course in exercise physiology was designed and delivered to a group of undergraduate sport and exercise science students. It simulated five tests of aerobic endurance which are traditionally taught using laboratory methods. A controlled experiment was conducted to compare the two delivery methods, as part of an independent, formative evaluation. Although there were equal knowledge gains and the CD-ROM design and content were well rated by students who used it, this approach has engendered less student interaction, commitment to wider reading and in-depth understanding. Tutorials and other approaches designed to promote more active learning are now being introduced to accompany the use of the CD-ROM. [ABSTRACT FROM AUTHOR]
ISSN:	00071013
DOI:	10.1111/1467-8535.00250