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10.1080/14763141.2020.1810306 http://scihub22266oqcxt.onion/10.1080/14763141.2020.1810306 32924795!ä!32924795 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 243.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 243.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 243.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Sports+Biomech 2023 ; 22 (11): 1485-1495 Nephropedia Template TP {{tp|p=32924795|t=2023. A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics |pdf=|usr=}}{{32924795}} gab.com Text A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics JO: Sports Biomech http://www.kidney.de/pget.php?&tw=1&pmid=32924795 #FOAvip This study documents student engagement in face-to-face low-tech active learning and student perceptions of emergency remote instruction due to the COVID-19 pandemic in introductory biomechanics. Students in two classes received 8 weeks of face-to-face instruction with five low-tech active learning techniques and then received 6 weeks of emergency remote, online instruction. Learning was measured using pre-test and post-test administrations of the biomechanics concept inventory (BCI). A survey of engagement in active learning with additional questions on active learning and online instruction were collected with the post-test. No student perceptions of engagement in active learning or online instruction were correlated with learning measured by normalised gain. Student's perception of the 'value of group activity' factor from survey was significantly correlated (r(2) = 12%) with the number of students typically in active learning groups. There was a significant correlation (r(2) = 46%) between student perception of reading the textbook before online video lessons and perception of value of the video lessons in the online portion of the course. Most students (59%) preferred face-to-face instruction in biomechanics. While up to 28% of students may have reported resistance to group-based active learning, low-tech active learning significantly improved mastery of biomechanics concepts above levels previously reported for lecture alone. Twit Text FOAVip A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics ????Sports Biomech http://www.kidney.de/pget.php?&tw=1&pmid=32924795 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=32924795 #FOAvip English Wikipedia <ref>{{Cite pmid|32924795}}</ref> A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics #MMPMID32924795 Knudson D Sports Biomech 2023[Nov]; 22 (11): 1485-1495 PMID32924795show ga This study documents student engagement in face-to-face low-tech active learning and student perceptions of emergency remote instruction due to the COVID-19 pandemic in introductory biomechanics. Students in two classes received 8 weeks of face-to-face instruction with five low-tech active learning techniques and then received 6 weeks of emergency remote, online instruction. Learning was measured using pre-test and post-test administrations of the biomechanics concept inventory (BCI). A survey of engagement in active learning with additional questions on active learning and online instruction were collected with the post-test. No student perceptions of engagement in active learning or online instruction were correlated with learning measured by normalised gain. Student's perception of the 'value of group activity' factor from survey was significantly correlated (r(2) = 12%) with the number of students typically in active learning groups. There was a significant correlation (r(2) = 46%) between student perception of reading the textbook before online video lessons and perception of value of the video lessons in the online portion of the course. Most students (59%) preferred face-to-face instruction in biomechanics. While up to 28% of students may have reported resistance to group-based active learning, low-tech active learning significantly improved mastery of biomechanics concepts above levels previously reported for lecture alone. |*COVID-19[MESH] |*Problem-Based Learning[MESH] |Biomechanical Phenomena[MESH] |Humans[MESH] |Pandemics[MESH]A tale of two instructional experiences: student engagement in active (epmc).pdf DeepDyve Pubget Overpricing