Teaching Matters 2017 | Presentation Details | 28 NovemberNov 2017
Meeting student needs through MyLO: associations between engagement mode, prior learning and unit results?
James Fell, School of Health Sciences
Tracy Douglas, School of Health Sciences
Janine Tarr, School of Health Sciences
Making a Difference for Students
University Centre Foyer
With the evolution of teaching technologies, units of study increasingly offer multiple modes by which students can engage with the same content. One consequence of this is reduced student attendance at face-to-face lectures and academics weighing up the worth of this traditional teaching mode. However, in CXA237 Exercise Physiology and Nutrition, students have historically opposed the removal of face-to-face lectures when surveyed via eVALUate.
In this unit, face-to-face lecture attendance has decreased in recent years; however, there does not appear to have been a proportionate increase in engagement with recorded lecture content. This suggests that some students rely entirely on their text book and/or alternative content engagement, such as the Peer Assisted Study Scheme (PASS), to enhance learning. This raises questions as to what mode of engagement may influence enhanced results in CXA237 and, if prior physiology learning experiences influence student choice of engagement modalities.
This poster will present data related to student engagement in CXA237, the fourth unit in a core stream of units of study in human physiology. Through collecting results in pre-requisite units, lecture attendance, PASS attendance and recorded lecture engagement, a multivariate analysis will be presented with the final grade in CXA237 as the dependent variable. The aim of this study was to investigate how overall results in CXA237 might be influenced by previous unit results, mode and magnitude of content engagement in the unit.