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TEACHING WITH TECHNOLOGY

STUDENT CRITICAL THINKING IS ENHANCED BY DEVELOPING EXERCISE PRESCRIPTIONS USING ONLINE LEARNING MODULES

¹ Department of Health and Sport Science, University of Dayton, Dayton, Ohio 45469 ² Department of Biological Sciences, Central Washington University, Ellensburg 98926 ³ Department of Exercise Science, Washington State University, Pullman, Washington 99164

Abstract

Developing the ability to think critically is an important element of undergraduate physiology education and is influenced by many factors, including the learning environment, the social context of the learning environment, and the instructor’s approach to teaching. In this work, we describe online learning modules (OLM) that were designed to promote higher-order critical thinking skills in students enrolled in an upper-division Exercise Testing and Prescription course. The OLM provided students with an online learning environment in which to review clinical physiological details from authentic patient case data and develop exercise prescriptions (ExRx), by requiring students to critically analyze authentic patient case histories and collaborate on computer-based learning activities. On the basis of assessment data, we conclude that the OLM helped exercise science students develop the critical thinking skills necessary for development of effective exercise prescriptions by requiring them to think critically while concurrently reinforcing lecture-presented exercise science content.

Key words: critical thinking; collaborative group learning; exercise prescription; technology-enhanced learning; learning environment; social context

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