The effect of course format on student learning in introductory biomechanics courses that utilise low-tech active learning exercises

Abstract

Low-tech active learning (AL) exercises in face-to-face (F2F) undergraduate biomechanics courses improve student learning vs. lecture alone. This study compared learning of biomechanics concepts with AL implemented in two course formats (hybrid: HB vs. F2F). Additional aims were to investigate if student perceptions of learning epistemology and learning factors were related to course format. Students (n = 110) in four introductory biomechanics courses (two F2F, two HB) completed the 24-question Biomechanics Concept Inventory (BCI) at the beginning and the end of the course to determine their learning of biomechanical concepts. An additional eight questions were given with the post-test to determine student perceptions of the AL exercises and their epistemology of learning. Learning in the HB format was equivalent to the F2F course format when both implement AL in these students. Student perceptions of AL were generally positive and learning scores consistent with previous research on AL in biomechanics. There were mixed results of the effect of course format with one significant difference of three ratings of the nature of learning biomechanics and one significant difference of four ratings of AL by students. These results should be replicated and potential interactions with student perceptions and characteristics explored.

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