Online Education Courses

Online Ed For The Time Constrained

Asynchronous online education courses refer to a method of communication where the learner and instructor do not interact in real time. In this case interaction took place on the Internet at a time that was convenient for each person. Students were also encouraged to interact among themselves, their laboratory partners, and the laboratory assistants who where monitoring the human performance lab.

Student Interactions were encouraged through e-mail and during group activity in the laboratory setting. There was some lab assignments that required students to return to the Human Performance Lab (e.g.,Astrand Ryhming Bicycle Ergometer Test). The instructor and lab assistants were on hand in the laboratory to answer questions and encourage group discussions concerning the accuracy of the tests and how they applied to what was presented in lecture.

Post-Class Surveys
At the end of the semester, the instructor conducted a survey and collected comments and suggestions pertaining to student perceptions of the web-based class. The results of the web-based course survey were very encouraging. For example, 88% of the students (n=26) felt that the class was worthwhile and would take another Interact-based class if given the opportunity.

There is good evidence that the Internet has changed the way educators teach and students learn in our society. Furthermore, research is revealing that the delivery of information through technology can be an effective tool in student motivation and the learning process. In a preliminary study comparing students taking an undergraduate exercise physiology class from a lecture-based and web-based format, it was found that the pattern of performance on individual test items was useful for exploring the extent to which particular curriculum items are more or less suited for web-based or lecture-based instructional formats.

From the data analyzed in this preliminary study, it appears that the web-based class in exercise physiology was able to deliver content at a level comparable to that of the traditional class, lecture-based format. However, additional strategies may need to be developed to improve retention levels on content in the web-based format. Additionally, post-class surveys revealed that students enjoyed the process of learning exercise physiology via the Internet, and given the opportunity would take additional web-based courses.

With our student populations demanding higher access to Internet-based courses, colleges are shifting their focus on learning rather than teaching. Because of this demand, there is a need for additional support in training educators in technology and providing the financial support for hardware and software needed in the development of distance learning courses. As we enter the 21st century, we must begin to accept the idea that the Internet is a tool, which can be effectively used to augment the learning process.